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
Standard 7.2.3: Ask questions to identify constraints of specific geologic hazards and evaluate competing design solutions for maintaining the stability of human engineered structures such as homes, roads and bridges. Examples of geologic hazards could include earthquakes, landslides, or floods.
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Student Friendly Objective: I can identify the strengths and weaknesses in human engineered structures that are designed to withstand geologic hazards.
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Anchor Phenomenon: Homes in Utah have different characteristics than homes in Florida; Florida homes do not have basements and appliances such as water heaters must be elevated off the floor. Homes in Utah can have basements, and their water heaters must be strapped down.
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Big Idea: Structures are engineered to withstand geologic hazards.
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Students are engaged by building a model home and seeing what happens to it when a natural hazard occurs (flooding). They can then modify their design using supplied materials to see if it can withstand the hazard. They then investigate housing designs that includes stilts that prevent flooding and make it possible to build on steep terrain. Students explore several houses on stilts while making observations, asking questions, and researching the stability of this type of engineering (episode 1). They can continue learning about engineering solutions for areas prone to flooding or water issues by reading an article about why some houses don’t have basements (enrichment episode 1b).
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Students continue looking at human engineered design and explain how they would modify a house to survive an earthquake, then design a solution to an engineering challenge (episode 2). They can also learn about the differences in engineered designs based on economic circumstances.
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The inquiry moves upwards as students investigate skyscraper engineering (episode 3). Students view several skyscrapers while making observations, asking questions, and researching the stability of this type of engineering design. Students research and elaborate on how the stability of these buildings are designed to withstand wind.
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Evaluation of student proficiency is determined by the assessment. Three options are available.
Conceptual Understandings
Homes that are engineered for floods have different characteristics, such as stills or a lack of basements, then homes that are built in areas with other hazards.
How are homes engineered for other hazards such as wind or earthquakes?
Snapshot
Students will do a hands-on activity and research how houses in areas prone to flooding are engineered.
Episode 1
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Question
How do engineers build homes that can withstand hazards?
Episode 2
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Question
How are homes engineered for other hazards such as wind or earthquakes?
Snapshot
Students will learn about a new natural hazard and create structures that can withstand testing on an earthquake table.
Conceptual Understandings
Structures that are in earthquakes zones must be engineered differently than those in flood zones.
How are homes engineered for other hazards such as wind or earthquakes?
Conceptual Understandings
Skyscrapers have a weight inside that counterbalances the building during windy conditions and earthquakes. Structural integrity is maintained as skyscrapers are built of specific materials and with specific designs that balance the pressure being placed on the foundation.
Snapshot
Students will learn about a new natural hazard and create structures that can withstand testing on an earthquake table.
Episode 3
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Question
How are homes engineered for other hazards such as wind or earthquakes?