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 8.1.4
Phenomenon (episode 1)
1. Students get the opportunity to see the phenomenon of a natural substance becoming a synthetic one (since most have not observed this in their experience) they will ask questions about where actual plastic comes from and how it is made and what makes something synthetic.
2. Students are presented with several “natural” and “synthetic” materials and asked to group them based on which one they think are. Then asked to define each of them based on their own knowledge they will evaluate their definitions and refine them with help from the teacher.
3. Students discover the different properties and functions of fabrics used in clothing and home furnishings by running tests to obtain information about the fabrics. Students will argue based on evidence which fabric would be best for a particular purpose and predict the use of the materials based on their properties.
4. Students obtain, evaluate and communicate information about a specific type of synthetic materials. They will identify that because of its structure, and properties it has a specific function. They will then create a brochure about the materials to share with the class.
5 Students will Obtaining, Evaluating and Communicating Information about plastics by finding different types of plastics and recording data about them. They will analyze the data looking for patterns and create a summary about the properties and uses about the different types of plastics.
This all leads to the assessment. Students are presented with the video “Edward Norton: Bag the Bag”, the video asks the students to consider the question paper or plastic. The video goes through explaining the hazards of plastic bags and other plastic materials used around the world that are destroying our environment. This video is to get students thinking about what the world would be like without plastic. The assessment is a writing strategy titled “Imagine a Day without Plastic”. Students will be writing about this in a RAFT format. R stands for role (Who am I as the author of this piece of writing? An artist, a piece of materials, etc.), A stands for audience (Who is my audience? peers, family, the world,etc), F stands for format (What format should I use, a letter, a narrative, essay, etc.), and T stands for topic (What is the topic I am writing about?, synthetic material, plastic). Students are to explain what life would be like for them without the use of plastics, this includes the use of things that are made from plastic. The teacher can set the parameters as to how long it needs to be and anything else they want included.
What happens to substances when they are altered by humans?
Students make a plastic from a natural substance milk and ask questions about the phenomenon.
Man made materials can come from natural materials
What is the difference between manmade materials (synthetic) and natural ones?
What is the difference between natural and synthetic materials?
Students are presented with several “natural” and “synthetic” materials and asked to group them based on which one they think are. Then asked to define synthetic and natural of them based on their own knowledge and then with help from the teacher.
Natural materials are natural from earth and not man made or chemically altered. Synthetic materials are natural things that have been chemically altered or man-made.
What are different types of synthetic materials?
What types of fabrics are considered natural or synthetic? What are the properties of those fabrics and their functions?
Students discover the different properties and functions of fabrics used in clothing and home furnishings. Students determine the advantages and disadvantages to using one type of fabric over another depending of the use of the fabric.
Some natural fabrics and used of certain functions and other synthetic fabrics are used for certain function due to their individual properties.
What are synthetic materials made from? What are their properties and functions? How do they impact society? What are their advantages and limitations?
What are the different types of synthetic materials we use everyday?
Students pick a specific type of synthetic materials to research and then create a brochure about the materials to share with the class.
Various types of synthetic materials have different properties and functions.
What are other types of synthetic materials we use everyday?
What are the different types of plastics we use everyday?
Students research, obtain, and evaluate information about each type of plastic.
Students learn that many of the objects we use are made partially or completely from plastic.