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 6.4.5
SEEd Standard 6.4.4 asks student to construct an argument supported by evidence that the stability of populations is affected by both living and nonliving components causing changes to an ecosystem.
To address this standard, our storyline is focused on the phenomenon, stability of populations is affected by changes to an ecosystem. We begin by engaging students with evidence from an article about the effects of nonnative rabbits introduced to the Australian ecosystem. Students will construct an argument that the stability of the ecosystem was affected by the nonnative rabbits.
Students then explore the effects of one population of animals can have on the stability of an ecosystem. Students will gather evidence about sea otter populations and their effect on the stability of the kelp forest ecosystem. They will construct an argument supported by evidence that sea otters are a keystone species in the kelp forest ecosystem affected the growth of kelp forests and then indirectly resource availability for many other organisms.
Next, students will participate in and explain a simulation of two wolf populations where they will raise a pack of wolves under 2 different conditions; without human interference and with human interference. They will collect data for each part of the simulation and will interpret the data to construct an explanation supported by evidence from the simulation of the factors affecting the stability of wolf populations.
Students then elaborate as they analyze data of the Kaibab deer population and identify causes for the fluctuations in the stability of the deer population. Students use their understandings about other ecosystems and what they learned from the simulation to help them make sense of the data.
Finally to evaluate students’ understanding, students will research living and nonliving components that affect populations in Utah ecosystems. Students will obtain information about a native Utah endangered species and the factors that have affected the stability of its population. After groups have presented their findings to the class, students will look for common factors that affect stability of populations. Finally, students will be assessed on their ability to construct an argument supported by evidence as they examine evidence about the decline in the desert tortoise population. They will use the evidence to construct an argument that both living and nonliving components have affected the stability of the desert tortoise population in the southeastern deserts of the United States.
Conceptual Understandings
Biodiversity is an indicator of the health and stability of an ecosystem.
What design solutions exist for preserving stability in ecosystems?
Snapshot
Students will obtain, evaluate, and communicate information about biodiversity. Students will obtain, evaluate, and communicate information about a problem with a beaver ecosystem and the design solution to preserve the ecosystem.
Episode 1
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Question
What is biodiversity?
Episode 2
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Question
What design solutions exist for preserving stability in ecosystems?
Snapshot
Students will obtain, evaluate, and communicate information about a design solution and how well it maintains stability of an ecosystem.
Conceptual Understandings
There a multiple ways of solving problems and some solutions work better to maintain stability.
Can I obtain, evaluate, and communicate information about different design solutions for preserving ecosystems and maintaining stability?