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 8.1.1
Storyline Narrative 8.1.1
You found the secret message! Huzzah!
Is matter made up of particles?
Students participate in a simple experiment with tape that involves the transfer of electrons. They will analyze their results and state what was proved.
You found the secret message! Huzzah!
Storyline Narrative 8.1.2
1: Phenomenon: For the phenomenon students will be provide with two grainy substances that they will observe, identify properties and ask questions.
2: In this episode, students will gather obtain, evaluate and communicate information from data about four mystery liquids: water, clear soap, alcohol and vinegar. The students will be unaware of what these substances are. They will form conclusions based on the properties of the substances not on what they actually are. They will discuss the possible functions of the substance in society.
3: Students will be involved in a modeling activity using stick figure “aliens” that will help them obtain the information that the periodic table of the elements is set up based on the properties of the matter and that the atoms structure affects its properties.
4: Students will get a basic understanding that the periodic table is grouped based on properties of the substances. They will be obtaining and communicating information by doing minor research on a group/family of the periodic table then sharing the information they researched with the rest of their study group.
5. Students will look at objects and determine why the substances properties helped to determine that they could be used for that purpose. Students will then obtain, evaluate, and communicate information about an object of their choice. They will identify what the object is made of and what properties those substances have that make it useful for this function.
1. Develop an imaginary new product that has multiple uses. Tell about its properties and what purpose those properties play in the usefulness of your product.
How do the properties of substances make it useful in different ways?
Students will be working with two grainy substances to evaluate how their properties affect how they behave in unique ways with water.
Substances can behave in opposite ways. This makes their usefulness very different from each other.
Why do substances behave differently?
What products could they be used in due to their different properties?
Substances can look similar but have very different properties.
What makes these substances behave the way they do?
Where would these substances be useful according to their properties?
Students will obtain information from different tests with multiple clear liquids to see if they can identify the liquids
Can substances be identified according to their properties?
Can the structure of the substance determine its properties?
Students will be involved in an analogous activity that will help them understand and communicate that the periodic table of the elements is set up by the properties of the matter.
Substances behave the way they do because of the structure of the matter of that substance.
Are substances always chosen for products based upon their properties?
Do different elements have similar properties?
Students will obtain and evaluate information about 4 of the main groups in the periodic table. They will be researching what properties the elements in that group share.
Different substances have similar properties and it relates to their structure
How are substances with specific properties used to make useful products?
The property of a substance determines what products it will be used in.
Assessment: Develop their own imaginary new product that will be useful in society.
Students will evaluate common objects and evaluate how their properties are useful in the object to be used for particular functions.
What makes certain properties useful in products?