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 7.4.4
Standard 7.4.4: Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms. Examples could include artificial selection, genetic modification, animal husbandry, and gene therapy.
Student Friendly Objective: I can show how technology is being used to choose traits to solve problems.
Anchor Phenomenon: Why have dogs of the same breed look so different than they did 100 years ago?
Big Idea: Humans use technologies to select desired traits in organisms.
Students become engaged in this topic by observing photographs of several breeds of dogs from the early 1900’s compared with their present counterparts. After students compare and contrast each breed of dog, they construct explanations for why there are some marked differences between dogs of the same breed with just one hundred years difference between them. Once students pinpoint humans as the cause of the change, they will offer explanations for why humans would select such traits.
As an extension to this topic, students will explore other organisms humans have selectively bred. After researching and obtaining information about one organism, students will teach other students in their group about what they have learned, specifically how it has changed over time and how the changes have affected the organism as well as human society.
Next, students will conduct further research to explain how humans have used transgenic technology to further influence the traits of other organisms in order to solve problems in human society. After obtaining information, students evaluate the information to see how the change affects the organism and why it would help humans, and then communicate this information to the class through poster displays.
To elaborate on what they know, students will obtain information about CRISPR by reading selected passages of articles and identify the pros and cons of using this technology.
Finally, students will evaluate the effect humans have on the genetic traits of organisms using various technologies as they write an expository essay and an argumentative essay. Students will use the information they have obtained through these episodes to communicate their understanding on this topic.
Episode 1
Question
Why have dogs changed so much over time?
Snapshot
Students look at pictures of different dog breeds from one hundred years apart to see how the breed has changed over time
Conceptual Understandings
Humans can and have influenced the traits of dogs
How have humans changed other organisms?
Conceptual Understandings
Humans have influenced the traits of other organisms through selective breeding
In what other ways have humans changed the traits of organisms?
Snapshot
Students participate in the jigsaw strategy to see how humans have selectively bred different organisms
Episode 2
Question
How have humans changed other organisms?
Conceptual Understandings
Humans can insert genes from particular organisms into other, unrelated organisms
Are there even newer technologies that humans use to change the DNA of organisms?
Snapshot
Students learn about technology that allows humans to insert genes from one organism into another.
Episode 3
Question
In what other ways have humans changed the traits of organisms?
Episode 4
Question
What is the newest technology to alter DNA?
Snapshot
Students learn about CRISPR and how it allows humans to edit DNA
Conceptual Understandings
Humans can use the CRISPR technology to edit DNA