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)
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.
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 can be used as evidence to support an explanation.
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?
Storyline Narrative 7.3.3
Standard 7.3.3: Construct an explanation using evidence to explain how body systems have various levels of organization. Emphasize understanding that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions. Examples could include relationships between the circulatory, excretory, digestive, respiratory, muscular, skeletal, and nervous systems. Specific organ functions will be taught at the high school level.
Student Friendly Objective: I can explain how body systems have different levels of organization.
Anchor Phenomenon: Why do organisms such as humans and dogs have organs?
Big Idea: Body systems complete the functions necessary for life
In episode 1, students engage in classroom discussion about the levels of organization of organisms, specifically humans. They will be guided through a discussion by their teacher with a PPT acting as a guide to answer the question, what are you made of? They will use a graphic organizer to keep track of their findings.
Students research and explore the levels of organization in episode 2 using a levels of organization booklet to record their information.
Students will expand their knowledge of the levels of organization by looking further into the organ systems that allow an organism to function and survive. Episode 3 has students elaborate by creating a model of an organ system and constructs an explanation of what the systems does?
Evaluation occurs when students use the assessment to prove proficiency.
Organisms such as humans have five levels of organization: cells, tissues, organs, organ systems, and organisms.
What are cells, tissues, organs, and organ systems?
Students participate in a classroom discussion levels of organization.
What are you made of?
What are the levels of organization?
Students research information about each level of organization and complete a booklet with their new information.
Each level of organization performs functions and becomes more complex as we move from cells to the organism.
What do organ systems do? How do they help the organism survive?
Each organ system performs a function that supports the survival of the organism.
Students create a model of an organ system and research its function. They share this information with the rest of the class.
What do organ systems do?