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 7.2.1
Old Storylines
Standard 7.2.1: Develop and use a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks.
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Student Friendly Objective: I can create a model that shows rocks change over time.
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Anchor Phenomenon: Return visitors to Capitol Reef National Park have noticed that the cliff faces look different every time they visit. See image below.
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Big Idea: Rocks are constantly changing.
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Students are introduced to the rock cycle (matter cycling) as they make a map, play a game that moves them through a possible path matter could take through the different processes, use their map to model the processes, and explain why the mountains of Capitol Reef look the way they do.
Students are engaged by an introduction to the phenomenon (thumbnail at right) and by creating a map model that includes surface features such as mountains and rivers that matter could be carried through by the processes of the rock cycle (episode 1).
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Students then explore the rock cycle by playing a game that shows them how energy and matter cycle through the processes (episode 2). As part of the game, sedimentary, metamorphic, and igneous rocks can be placed at the stations to be observed. This has also been separated out into an enrichment episode where students could make observations of the three rock types. They can also reinforce their understanding of the rock types by filling in a rock type foldable (enrichment activities). This foldable could also be used and filled in as you move through the storyline.
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After students move through the rock cycle, they will learn the proper terms (episode 3) and use their map to create a visual model to explain how matter cycles through the processes (episode 4).
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Students will elaborate their knowledge by creating a new rock cycle model on their map, showing they understand how matter can move through the processes.
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Evaluation of student proficiency is determined by one of the assessment options.
Episode 1
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Question
How can rocks (a particular arrangement of matter) change over time?
Snapshot
Students will be introduced to the phenomenon and create a map that will be used for their model of the rock cycle. (Episodes have been divided out to shorten narratives for clarity and ease of planning.)
Conceptual Understandings
As part of episode arc, student begin to understand that matter can cycle through different areas of an environment due to the effects of rock cycle processes.
How can rocks (a particular arrangement of matter) change over time?
Episode 2
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Question
How can rocks (the arrangement of matter) change over time?
Snapshot
Students will use a graphic organizer and station signs to work their way through the rock cycle. They will use the steps to fill in the map they created previously in episode 1.
Conceptual Understandings
As part of episode arc, student begin to understand that matter can cycle through different areas of an environment due to the effects of rock cycle processes.
What does our model of the rock cycle look like?
Episode 2b:
Enrichment Activity
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Question
What types of rocks are created by the rock cycle?
Snapshot
Students will compare the three rock types to see how the different processes affect matter to make different types of rocks.
Conceptual Understandings
The rock cycle process create rocks with different characteristics.
What are possible pathways matter could take in the rock cycle?
Episode 2c: Enrichment Activity
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Question
What types of rocks are created by the rock cycle?
Snapshot
Students fill in a foldable with information about each of the three rock types using information from PPT/observations.
Conceptual Understandings
Students will compare and contrast the three rock types to see how the different processes affect matter to make different types of rocks.
What are possible pathways matter could take in the rock cycle?
Episode 3
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Question
What are the processes of the rock cycle?
Snapshot
Students will review the processes and learn the proper terminology to finish their models using the map and rock cycle steps they worked on previously. They will apply these terms to the Capitol Reef phenomenon to see if they can explain what happened to the cliffs.
Conceptual Understandings
Students will learn the actual names for the rock cycle processes, so they can use the terms on their model.
What are possible pathways matter could take in the rock cycle?
Episode 4
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Question
What are possible pathways matter could take in the rock cycle?
Snapshot
Students will map the trip from episode 2 on their map from episode 1. They will plot a new path through the rock cycle to show their understanding.
Conceptual Understandings
Matter flows through the rock cycle in many different ways, with energy affecting it in different ways.