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 7.4.1
Standard 7.4.1: Develop and use a model to explain the effect that different types of reproduction have on genetic variation, including asexual and sexual reproduction.
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Student Friendly Objective: I can develop a model that shows how different types of reproduction can affect genetic variation.
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Anchor Phenomena: Hybridized squash, and other organisms that reproduce sexually, can exhibit traits from both parents.
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Big Idea: Sexual reproduction produces genetic variation.
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Students are introduced to this standard when they are shown the pictures of hybrid squash. They are engaged when they are discuss with their partner what causes the squash to look that way. A series of questions leads them to a flower dissection lab where they explore the structures of flowers. Informational text and a videos introduce students to the idea of sexual reproduction and that traits are passed from parent to offspring. They construct explanations as to how DNA from two parents causes in the mixing of traits in their offspring.
Students elaborate on the idea of reproduction when they are given given a piece of grass sod and learn that not all traits are inherited from two parents. Asexual reproduction is further investigated as students obtain information to collect evidence showing asexual reproduction causes identical traits.
Evaluation occurs as students create models for organisms that reproduce sexually, asexually or use both type of reproduction.
Conceptual Understandings
There is somehow of mixing of the green and yellow squash.
How do two squash plants mix?
Snapshot
Students make observations and create explanations.
Episode 1
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Question
What causes these squash to look like this?
Episode 2
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Question
How do two squash plants mix?
Snapshot
Students conduct a flower dissection investigation.
Conceptual Understandings
Pollen from one flower/plant fertilizes the egg from a different flower/plant.
What happens when a pollen cell fertilizes an egg cell?
Conceptual Understandings
The DNA from the male cell combines with the DNA from the female egg cell. This new cell will grow into a new organism
How does DNA affect how the new plant or squash looks?
Snapshot
Students read an informational text article.
Episode 3
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Question
What happens when a pollen cell fertilizes an egg cell?
Episode 4
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Question
How does DNA affect how the new plant or squash looks?
Snapshot
Students obtain information by watching two videos.
Conceptual Understandings
DNA is a code that makes proteins. Proteins make cells and organisms, including what they look like.
What evidence do you see that shows may be inherited traits from two different parents?
Conceptual Understandings
Offspring have traits because they inherited genes from two parents in sexual reproduction.
Do all plants have flowers and if so why do I get grass in my flower beds?
Snapshot
Students use models to show how traits are passed from parent to offspring.
Episode 5
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Question
What evidence do you see that shows may be inherited traits from two different parents?
Episode 6
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Question
Do all plants have flowers and if so why do I get grass in my flower beds?
Snapshot
Students read an article about grass flowers and then perform a grass sod dissection. Other forms of plant asexual reproduction are shown.
Conceptual Understandings
Organisms can reproduce with only one parent (asexual reproduction) and have identical traits.
What other ways can organisms reproduce asexually?
Conceptual Understandings
A variety of organisms reproduce asexually, sexually or both ways.
Snapshot
Students read material about different asexual method and create models of both asexual and sexual reproduction.
Episode 7
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Question
What other ways can organisms reproduce asexually?