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 7.1.3
Standard 7.1.3: Construct a model using observational evidence that describes the nature of fields exist between objects that exert forces on each other even though the objects are not in contact. Emphasize the cause and effect relationship between properties of objects (such as magnets or electrically-charged objects) and the forces they exert.
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Student Friendly Objective: I can create a model that shows forces exist between objects even when they are not touching.
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Anchor Phenomenon: See phenomenon video showing iron filings.
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Big Idea: There are forces between objects that can affect them, even if they are not touching.
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Anchor Phenomena: There are forces between objects that can affect them, even if they are not touching.
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After learning about forces between objects that collided in the last standard, students will learn about forces between objects that do not touch for this standard, namely magnetism. Students are engaged in this topic through observing a compass and describing what causes the compass to work. They will further explore the force magnetism as they observe the effects of a magnet on the compass. Through these activities, students learn that forces between objects can have an effect on them, even when the objects are not touching.
Students will further explain the effects magnets can have on objects as they use iron filings to make a model of the magnetic field of a magnet. They also use a computer simulation to further observe and understand these magnetic fields. The students will be able to explain that similar magnetic poles or electric charges repel each other because the lines of force in the fields push away from each other while opposite magnetic poles and electric charges are attracted to each other because the lines of force in the fields join together.
Students elaborate on their knowledge as they once again consider the compass and a magnet, this time through a computer simulation. Students demonstrate that a magnet or the magnetic field of the earth has an effect on the needle of a compass. Students will use their knowledge of magnetic fields to explain some unexpected readings from a the compass and then draw a model of the magnetic field of the earth.
Student knowledge is evaluated as students draw a model of the magnetic fields between two sets of magnets, one set with like poles and one set with opposite poles. Students also explain whether this field will cause the two magnets to be attracted or repelled from each other.
Episode 1
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Question
Can there be a force between objects that are not touching?
Snapshot
a. Students determine what causes a compass to work and describe the effect that a magnet has on the compass.
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b. Students observe, describe, and ask questions about how iron filings interact with magnets, and with each other.
Conceptual Understandings
Forces, like magnetism, exist between objects that are not touching each other.
Why do magnets have forces that attract them to some objects and repel them from others?
Conceptual Understandings
Opposite magnetic charges attract because the lines of force in their magnetic fields join together while similar charges repel because their lines of force push apart.
How does a magnetic compass really work?
Snapshot
Students make models of magnetic fields with bar magnets and iron filings and computer simulations.
Episode 2
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Question
Why do magnets have forces that attract them to some objects and repel them from others?
Episode 3
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Question
How does a magnetic compass really work?
Snapshot
Students use a computer simulation to model the earth’s magnetic field and explain unexpected readings from the compass.
Conceptual Understandings
The compass needle is a small magnet. The north end of the needle is attracted to the south magnetic pole of Earth. The south magnetic pole is near the geographic North Pole. Attraction and repulsion forces of a magnet causes the needle of a compass to point south at or near the geographic North and South Poles.