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 8.1.5
Students engage with a phenomenon in which they observe what happens to a partially deflated mylar balloon when heat is added to it. It is a simple activity to get students thinking about how the change in heat energy affects molecules in matter. They will ask questions about what they observed and draw a model of what they think is happening to the molecules inside the balloon. They will return to their model in later episodes and modify it based on what they learn. In episode two the students will plan and conduct an investigation to further explore the balloon phenomenon (if you want, this experiment could also be used as the phenomenon for this standard.) This lab will help the students recognize that something happens to the volume of a gas inside an object when the temperature of the gas changes. Students will take a soda can with different temperatures of gas inside it and rapidly raise or lower the temperature of the gas to see how this affects the air inside the can. They will use their results to go back to their balloon model and make changes to it. Episode three introduces the students to the idea of phases of matter. They will identify what the main 3 phases of matter are by watching a Veritasium video. The video will help realize that there are misconceptions about the causes of phase changes. The students will then explore different phase changes. They will begin to think about what is happening to molecules to cause substances to change phase. In episode four the students will go to the States of Matter PhET Simulation.
This simulation will allow the students to explore what happens to the speed and distance between molecules as a substance changes states. The students can add or remove heat and observe what happens to the molecules.
The lab in episode five is meant to help students clearly observe that when matter changes phases, it is due to changes in thermal energy. After which, students will analyze the phenomena of what happens to water ice when it is placed in a beaker of rubbing alcohol in episode 6. They will identify what density is and learn to calculate the density of a substance by measuring the mass and volume of a substance. Students conclude their exploration in episode six by mathematically finding the density of various substances in all three phases. This activity also covers how to find the volume of a solid that is an irregular shape so that the density of these shapes can then be calculated. After finding the densities they will then create a graph showing how density changes with phase. They will use this graph to observe how water does not follow the pattern of other substances.
Episode 1
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Question
What happens when molecules are heated or cooled?
Snapshot
Students observe changes to a mylar balloon with changes in heat. They will model their predictions.
Conceptual Understandings
Balloons rise when the air inside is heated.
Why does the balloon rise? Does it have to be hot air?
Is this the only way to get a balloon to rise?
Episode 2
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Question
What happens to air when it is rapidly cooled or heated?
Snapshot
Students will conduct a lab in which they try to heat and cool the air inside a can to observe the effect on the can.
They will use their results to go back to their balloon model and make changes to it.
Conceptual Understandings
Matter changes when heat energy is applied to or removed from a substance.
What causes the can to crush?
What is a phase change?
Did the matter inside the balloon or the can change phase?
Episode 3
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Question
What is a phase change?
Snapshot
Students watch a video clip to identify the phases of matter and phase changes and misconceptions about them. The students will then explore different phase changes and begin to think about what is happening to molecules to cause substances to change phase by drawing models of these phase changes.
Conceptual Understandings
Matter changes phases and this effect is caused by the behavior of molecules in a substance.
How do molecules behave differently in a solid, liquid, or gas?
Episode 4
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Question
How do molecules behave differently in a solid, liquid, or gas?
Snapshot
The students will use a PhET simulation to explore what happens to the speed and distance between molecules as a substance changes phases/states.
Conceptual Understandings
Adding or taking away heat causes changes to the speed of molecules and their distances in a substance.
What changes does heat cause to a substance?
Episode 5
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Question
What are the cause and effect relationships of phase changes?
What effects does heat have on a substance?
Snapshot
Students will complete a lab in which they observe what happens to the temperature of water as it changes phase from solid to liquid. This lab is meant to help students clearly observe that when matter changes phases, it is due to changes in thermal energy.
Conceptual Understandings
There are predictable patterns in phase changes.
Changes in heat energy are necessary for phase changes.
What is density?
Why is water less dense as a solid?
Episode 6
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Question
How are density and states related?
Snapshot
Students will evaluate a new phenomena by analyzing what causes water ice to sink when it is placed in a beaker of rubbing alcohol. They will identify what density is and learn to calculate the density of a substance by measuring the mass and volume of a substance.
Conceptual Understandings
Density causes layering.
The densities of substances are related to their states. Density is the the amount of matter in a given volume.
Is there a pattern between density and phase that is followed by all substances?
Episode 7
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Question
Is there a pattern between density and phase that is followed by all substances?
Snapshot
Students will practice mathematically finding the density of various substances in all three phases. They will create a graph showing how density changes with phase and look for patterns in their results. They will use this graph to observe how water does not follow the pattern other substances follow.
Conceptual Understandings
Solids are the most dense phase while the gas phase is least dense. Water does not follow this pattern.