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 7.3.3: Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen. Specific changes of genes at the molecular level, mechanisms for protein synthesis or specific types of mutations will be introduced at the high school level.
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Student Friendly Objective: I can create a model to show how mutations can be harmful, helpful, or neither.
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Anchor Phenomenon: Why are some people colorblind?
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Big Idea: Mutations can be harmful, neutral, or beneficial.
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Students become engaged with this standard as they make observations using the color blind test. As students share their observations, they will also be asking questions about what they are seeing and why some people in the population cannot find the numbers within the circles.
Students further explore the concept by looking at images showing organisms with traits resulting from mutations, or by reading passages about such traits. As students write their observations about the structures and functions they see and read about, they begin to form explanations about how the organism got the traits.
Next, students build structures using instructions given to them. As they compare and use their model, they understand differences in their models come from differences in their instructions. As students are introduced to DNA and how that leads to protein synthesis, they will explain between their model and what happens when changes happen to DNA.
Finally, students elaborate upon what they know as they investigate a pedigree chart, showing color blindness. Students make connections between what they see in the pedigree chart with the beginning activity.
To evaluate understanding, students complete three tasks, where they explain how the organisms got their traits and whether that mutation is good, bad, or neutral.
Conceptual Understandings
Some people have a trait that makes it difficult for them to see colors
What causes this trait in a person? Are mutations good or bad?
Snapshot
Students make observations about a color blind test and see that some people can’t see the numbers hidden in the test
Episode 1
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Question
How do mutations affect sight?
Episode 2
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Question
Are mutations good or bad?
Snapshot
Students look at pictures or read articles about other mutations and decide if the traits have an overall positive, neutral, or negative effect.
Conceptual Understandings
There are variations within populations. These traits can be good, bad, or neutral.
How do genetic mutations develop?
Conceptual Understandings
DNA is the instruction manual for an organism’s traits. Changes to these instructions change the traits of the organism.
How can we use past data to predict and track genetic mutations?
Snapshot
Students use blocks to see how changes in instructions can alter the final product, like changes in DNA can change an organism’s traits.
Episode 3
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Question
How do genetic mutations develop?
Episode 4
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Question
How can we use past data to predict and track genetic mutations?
Snapshot
Students study a pedigree chart to find patterns with the inheritance of color-blindness
Conceptual Understandings
Color blindness is caused by a mutation in DNA and mutations can be inherited.