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 7.2.2
Standard 7.2.2: Construct an explanation based on evidence for how processes have changed Earth’s surface at varying time and spatial scales. Examples of processes that occur at varying time scales could include slow plate motions or rapid landslides. Examples of processes that occur at varying spatial scales could include uplift of a mountain range or deposition of fine sediments.
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Student Friendly Objective: I can give evidence and explain how earth’s surface has changed over time.
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Anchor Phenomenon: The Himalayas are constantly changing, but not always on the same time or spatial scale.
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Big Idea: The speed at which Earth’s surface changes can vary.
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To instruct students that the earth’s surface today is not what it appeared to be 4 Billion years ago (time scale), students will investigate different methods of matter cycling that alter the surface of the planet.
Students are engaged by looking at the tallest mountain on earth, Mt. Everest, and consider its history including: slow steady growth, early climbers, and appeal today. Afterwards the teacher leads a class discussion on the growth of the mountain and what drives people to climb it. Students make observations and ask questions for how the mountain was created followed by researching the cause of the growth and constructing an explanation using evidence collected (episode 1).
Students continue exploring by investigating the gradual time scale of Earth’s changing surface by taking a look into the formation of the Grand Canyon. Students will observe and record data about the different layers of the canyon walls. Students develop questions for how fossils of marine animals are layered throughout the canyon including being found on the top layer. The teacher then uses the attached PPT to identify where particular marine fossils have been located. Student finish by constructing an explanation (explain) of how the canyon was formed using evidence from their research (episode 2).
Changing gears from slow moving processes to rapid change, students investigate the Thistle, Utah landslide that occurred in April 1983 (episode 3).
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Students will elaborate on what they’ve learned as they go through stations to learn more about specific ways the Earth’s surface can change. They will recognize the different time and spatial scales of these changes (episode 4).
Evaluation of student proficiency is determined by the assessment.
Episode 1
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Question
How can the tallest mountain on earth be changing?
Snapshot
Students will learn about the formation of the Himalayas and current processes that continually change the mountains.
Conceptual Understandings
The earth is broken into several slow-moving plates that are moving in all different directions. Changes can happen quickly (range formation) or slowly (earthquake).
What are other slow/fast, large/small changes that have occurred on the Earth?
Conceptual Understandings
At one time the land on top of the Grand Canyon was an ocean floor. Uplift raised the land up to its present position. Knowledge of these processes can explain fossil presence.
How do changes to the Earth’s surface affect humans?
Snapshot
The Grand Canyon has slowly changed over time, and students will research some of the processes that have affected the canyon and the time and spatial scales of the changes.
Episode 2
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Question
What are other slow/fast, large/small changes that have occurred on the Earth?
Episode 3
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Question
How do changes to the Earth’s surface affect humans?
Snapshot
Students will experience a history lesson of the town of Thistle and contrast prior slow changes with the fast change of the landslide.
Conceptual Understandings
Earth’s surface can change very quickly.
Gravity and excessive water are major factors in creating mass wasting or a landslide.
What are some of the specific phenomena that affect the surface of the Earth? Where are the youngest rocks on earth?
Conceptual Understandings
The earth’s crust is continually being recycled and new rocks are formed every day. Oceanic rocks are much younger than continental rocks.
Snapshot
Students will learn about different ways the earth can change at stations and find out about fast/slow changes and large/small changes.
Episode 4
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Question
What are some of the specific phenomena that affect the surface of the Earth? Where are the youngest rocks on earth?