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 6.4.1
SEEd standard 6.4.1 asks students to analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Students are also expected to ask questions to predict how changes in resource availability affects organisms in those ecosystems. This standard specifically suggests using examples such as water, food, and living space in Utah environments.
To address this standard, our storyline is focused on explaining the phenomena, resource availability affects populations. We begin by engaging students with some interesting data on the fluctuating deer populations in Utah. Students analyze the data to formulate questions about what could be causing the deer population to change from year to year.
To explore what could be causing the trends in the data, students gather and analyze data as they participate in a simulation that represents what could be happening with resources that might affect the deer population. The simulation focuses on the availability of resources such as water, food, and cover and its possible effects on the population size of deer in Utah. The simulation will lead students to
wonder how specific resources can cause changes in populations in an ecosystem.
Students use their understandings found by analyzing the fluctuating deer population data to help them gather evidence to explain how specific resources, or lack thereof, affect different populations. They first examine how food availability in Utah has had an effect on a population of hummingbirds. Using data students find a cause and effect relationship between of the availability of nectar-producing flowers on population numbers and the population size of Broad-tailed hummingbirds.
Students elaborate as they use their understanding of the hummingbirds to look at the June Sucker’s ecosystem. Students analyze data and determine that the decline of June Suckers is affected by something other than the availability of food. Instead, it is affected by competition with a nonnative species and this has caused significant changes to population. Students can then use their conceptual models of the previous ecosystems to predict Prairie Dog data. Students predictions will be based on data that suggest there is a relationship between Mountain plovers and prairie dogs.
Finally, students will be evaluated on their ability to analyze fluctuating data on Utah Deer populations and the amount of precipitation and their ability to ask questions to determine the cause of a decline in sage grouse.
Episode 1
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Question
What causes deer populations to fluctuate?
Snapshot
Students will gather data as they participate in a simulation of deer populations. This simulation looks at the effect of resource availability on a population. As habitat resources are depleted, the population of deer will be affected.
Conceptual Understandings
Populations are affected by resource availability
How does the availability of food affect a population?
Conceptual Understandings
Hummingbird populations are affected by availability of food resources.
Even if there are plenty of food resources available, what might cause a population’s number to significantly decline?
Snapshot
Students will look at two sets of data--hummingbird populations and numbers of nectar-producing flowers Students will construct questions and analyze data to determine the cause for the fluctuations in hummingbird populations.
Episode 2
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Question
How does the availability of food affect a population?
Episode 3
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Question
Even if there are plenty of food resources available, what might cause a population’s number to significantly decline?
Snapshot
Students will analyze population data charts to determine the cause of the decline of the June sucker population in Utah Lake.
Conceptual Understandings
Lack of adequate food resources affected the June sucker populations in Utah Lake.
What other resources besides food might affect a population?
Conceptual Understandings
Mountain plover populations are directly affected by the population of prairie dogs.
What other factors besides resource availability affect populations?
How do organisms interact in an ecosystem?
Snapshot
Students will analyze data of mountain plover nests. Then after obtaining information about prairie dogs and their importance to the prairie ecosystem, they will predict possible prairie dog populations that correspond to the mountain plover data.
Episode 4
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Question
What other resources besides food might affect a population?