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 7.5.4
Big Idea: There are similarities and differences in embryos of different species
Students analyze displays of pictorial data to compare patterns in the embryological development across multiple species to identify similarities and differences not evident in the fully formed anatomy.
Students are engaged by being given a strip of cardstock that contains early stage embryo drawings. They are asked to look for patterns within these drawings and to find similarities and differences. Once they have made comparisons they will attempt to identify which organism they are looking at on their student sheet.
Students continue exploring by being given a second strip that has further development of the embryos and they once again look for similarities and difference. Looking at their guesses for identifying the organisms, students will adjust their answers where they see fit.
The students will explain by being given a third and final strip representing advanced embryo development and once again use their compare and contrast skills to make adjustments to their choices by identifying similarities and differences. Students will make a final decision about which organisms they are looking at. Students will watch the slideshow with the class in which the identity of each organism will be made known. Students elaborate as they compare their answers with the slideshow to see how well they were able to analyze and interpret the pictorial data they were given.
Students will evaluate their understanding of comparative anatomy in different embryos. They will explain the changes that the embryos go through by comparing the similarities and differences found at different stages of development.
Can looking at pictorial data help to identify the similarities and differences between developing embryos?
Students will look at three stages of pictorial data to identify patterns of similarities and differences. Students will analyze and interpret the data to make conclusions about what organisms they are looking at.
All organisms begin with more similarities than differences. The more an embryo developing the less alike they are.