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 8.1.3
First the teacher will burn a piece of the paper in front of the students. This phenomenon will then help students generate a list of observations and form questions about how to know when a chemical reaction has occurred.
Students will identify common chemical reactions that they are familiar with. The teacher will fill in with a couple other reactions the students may not have mentioned. Students will conduct an investigation and analyze the data to identify patterns in what changes during a chemical reaction.
Students are presented with situations where chemicals are mixed and some cause chemical reactions and others that do not cause a chemical reaction. Students will analyze and interpret the results based on the patterns they have identified previously to determine if they are a reaction or not.
Students will plan and conduct an investigation to test whether mentos and diet coke is actually a chemical reaction.They will analyze and interpret the data using the patterns they have identified in property changes.
Then using their evidence they will make the argument as to whether the mentos and diet coke phenomena is a reaction or not.
Episode 1
Question
What happens to a piece of paper when you burn it? Is it a chemical reaction or not?
Snapshot
The teacher will burn a piece of the paper in front of the students. Students generate a list of observations and form questions.
Conceptual Understandings
That a chemical reaction is when a substance changes from one substance to another. The atoms rearrange into something new.
The paper’s arrangement of atoms changed.
It’s no longer paper.
A smoke was given off.
The mass of it changed
What are the patterns that identify a chemical reaction has occurred?
Conceptual Understandings
During chemical reaction the following occur:
A precipitate forms
Color Change
Energy given off (sound, light, heat)
Gas formation
Odor change
Using the patterns now established can students observe chemical reactions and none chemical reactions and determine which is which.
Snapshot
Students observe and conduct several chemical reactions in a rotation style lesson. Within each chemical reaction students identify the patterns that is demonstrated.
Students observe, analyze, and interpret what is happening in each example and what evidence is there to prove chemical reaction has taken place.
Episode 2
Question
What are the patterns evident in a chemical reaction?
Episode 3
Question
Is it a chemical reaction happening?
Snapshot
Students observe several chemical reactions and non chemical reactions. They analyze and interpret the patterns that are demonstrated and determine if it is a chemical reaction happening.
Conceptual Understandings
Using the patterns they now know how to identify if a chemical reaction is happening.
Using the patterns they now know how to identify if a chemical reaction is happening.
Episode 4
Question
Is it a chemical reaction or not, and why?
Snapshot
Students will plan and conduct an investigation to test whether mentos and diet coke is actually a chemical reaction.They will analyze and interpret the data using the patterns they have identified in property changes.
Then using their evidence they will make the argument as to whether the mentos and diet coke phenomena is a reaction or not.
Conceptual Understandings
Students determine which demonstrations are reactions and which are not.