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 7.3.1: Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms and that multicellular organisms are made of different types of cells.
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Student Objective: I can do an investigation to provide evidence that all living things are made of cells.
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Anchor Phenomenon: Dr. Semmelweis noticed a difference in patient death rates when doctors started washing their hands.
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Big Idea: All living things are made of cells
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Students are introduced to the differences between living and nonliving things through observations of images taken with and without a microscope. Students will investigate that living things have a cellular structure while nonliving things do not. Students are engaged in episode 1 examining pictures of living and nonliving things without magnification. Students explore pictures with magnification and notice the difference between living and nonliving things. While they may have a basic understanding of differences, they may not know that living things are made of cells. Episode 1 will let them identify differences between living and nonliving things. They will be identifying structures and patterns through observation, categorizing them, and explaining why they created those categories.
In episode 2, students explore both single-celled and multicellular organisms, first by analyzing the story of Dr. Ignaz Semmelweis and constructing an explanation and then by reading about Anton Van Leewenhoek and making observations of single- and multicellular organisms with and without a microscope. In their investigation will explain the similarities and differences between the structure of the cells and construct simple explanations of the differences between single-celled and multicellular organisms.
In episode 3, Students elaborate on their knowledge of cells by first recognizing that cells in multicellular organisms are different from each other and have different structures and functions that fulfill different needs in the organism, such as muscle cells for movement and nerve cells for communication. Students will gain this knowledge by looking at different differentiated cells through a microscope.
In the final assessment, students are evaluated on how well they can investigate and identify living versus nonliving things, recognize single-celled versus multicellular organisms, and explain how multicellular organisms have differentiated cells.
Episode 1
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Question
What is the difference between living and nonliving things?
Snapshot
Students investigate images of living and nonliving things to determine similarities and differences in structure.
Conceptual Understandings
Living things have characteristics that are observable with and without a microscope that differentiate them from nonliving things.
What types of cells are living things made of?
Can we identify living things as single-celled or multicellular?
Conceptual Understandings
Living things can be single-celled or multicellular.
Are there differences in the cells of a multicellular organism?
Snapshot
Students are presented with information about Dr. Ignaz Semmelweis and Anton Van Leewenhoek and the discovery of bacteria, then look at the structure of simple vs. complex cells. Students are also exposed to other single cell organisms.
Episode 2
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Question
What types of cells are living things made of? Can we identify living things as single-celled or multicellular?
Episode 3
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Question
Are there differences in the cells of a multicellular organism?
Snapshot
Using microscopes, students will identify the function of certain cells in their body while also recognizing the differences in the cell structures, such as a nerve cell compared to a muscle cell.
Conceptual Understandings
Multicellular organisms contain different types of cells.