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 7.1.4
Standard 7.1.4: Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces. Examples could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or of increasing the number or strength of magnets on the speed of an electric motor.
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Student Friendly Objective: I can collect and analyze data to identify factors that affect the strength of electric and magnetic forces.
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Anchor Phenomenon: Wrecking Yard Electromagnets can be turned on and off as needed, allowing a huge amount of metal items to be transferred with little time and energy used.
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Big Idea: The strength of electric or magnetic forces can be changed.
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Students are engaged as they observe electromagnets in action. They develop a model to represent what is happening between the electromagnet and the scrap metal.
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Students explore what causes electric forces to change as they use electrostatically charged PVC pipe to repel and levitate plastic bag rings. They will begin to recognize that various factors will affect the strength of the electric force.
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Students explain how the amount of charge affects the strength of the force as they use computer simulations. They will interpret their data from these investigations to see that distance between objects affects the force between them. They will also investigate how different types of magnets and/or number of these magnets can affect the strength of a magnetic force.
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Students elaborate on their knowledge as they investigate homopolar motors and electromagnets. This is an application of what they have been learning to show that people have harnessed this phenomenon to apply it to uses in society. This elaboration includes ways to increase the strength of electromagnets.
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Students are evaluated as they consider a new scenario about a sweater from the dryer that has a sock stuck to it. They have to explain how the force was created, why the sock sticks to the sweater, and how to keep the sock from sticking to the sweater. They also apply their knowledge to a Maglev Train and explain how the force there can be reduced or increased.
You found the secret message! Huzzah!
Conceptual Understandings
Electromagnets are able to be turned on and off as needed. In other words, the strength of an electromagnet can be changed.
How can forces be changed?
Snapshot
Students observe Wrecking Yard Electromagnets move large amounts of metal objects from one place to another.
Episode 1
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Question
How does an electromagnet move metal from one area to another?
Episode 2
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Question
How can forces be changed?
Snapshot
Students observe the effect static electricity can have on water and a plastic bag ring and are challenged to create a greater static electric force than their classmates.
Conceptual Understandings
Static electricity is another force that can have an effect on objects that do not touch each other. Materials and amount of charge built up can affect the strength of the force.
How can we make forces stronger or weaker?
Conceptual Understandings
Charged objects will only be attracted up to a certain distance. When an object has a greater electric charge, it can attract objects over a greater distance.
Are some materials able to have greater charges?
Snapshot
Students use computer simulations to determine how distance affects the electric force between two objects.
Episode 3
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Question
How can we make forces stronger or weaker?
Episode 4
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Question
Are some materials able to have greater charges?
Snapshot
Students investigate the effects of different magnets or different numbers of magnets on the force exerted on a BB.
Conceptual Understandings
Some types of magnets are stronger than others, and adding magnets increases magnetic force.
What are some applications of these forces?
Episode 5
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Question
What are some applications of these forces?
Snapshot
Students investigate how a homopolar motor works.
Conceptual Understandings
A homopolar motor creates movement because it generates movement as a current is able to flow.
How can the strength of an electromagnet be changed?
Episode 6
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Question
How can the strength of an electromagnet be changed?
Snapshot
Students will investigate how to increase the strength of an electromagnet.
Conceptual Understandings
An electromagnet’s strength can be increased by increasing the number of coils present or by increasing the amount of electricity.