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 8.1.7
Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success.
In episode one students are introduced to a problem in which they must slow the transfer of heat that is causing a phase changes for which they will engineer a solution. You will explain to them that a film canister person needs to have a home built that is energy efficient. During episode two the students will conduct research to obtain and evaluate information about how others have solved the problem of energy efficient homes. They will engage in activities to explore ways heat transfer can cause a phase change to occur. They will test and evaluate different methods that have been used to insulate homes. In episode three students will use the knowledge they gained from their research by designing 3 possible solutions to the engineering problem. With their partner they will choose one of their designs. They will build a prototype of their design and test it. They will will analyze the data they gathered from testing their prototypes. In episode four the groups will propose modifications to their design based on their results from the first test. They will complete the modifications and then test their new design. They will analyze the modifications then compare and identify the best characteristics of the competing models.
Conceptual Understandings
There is a narrow range of temperatures in which humans can survive. They become uncomfortable when it is too hot or too cold. Homes must be engineered so that they prevent transfer of heat.
How have people solved this problem in the past?
Snapshot
Students are introduced to a problem in which they must slow the transfer of heat that is causing a phase change for which they will engineer a solution. They will develop a design for an energy efficient home.
Episode 1
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Question
How can we slow down a phase change?
Episode 2
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Question
How have people made homes energy efficient in the past?
Snapshot
Students will conduct research to obtain and evaluate information about how others have solved the problem of energy efficient homes. They will engage in activities to explore ways heat transfer can cause a phase change to occur. They will test and evaluate different methods that have been used to insulate homes.
Conceptual Understandings
People use insulators to prevent heat from entering or leaving their homes.
How can we manipulate the rate of the transfer to make our building more energy efficient?
Conceptual Understandings
Some materials and conditions are better than others to slow down the transfer of heat.
Which materials should we choose to build an energy-efficient home?
Snapshot
Students will use the knowledge they gained from their research by designing 3 possible solutions to the engineering problem. With their partner they will choose one of their designs. They will build a prototype of their design and test it. They will will analyze the data they gathered from testing their prototypes.
Episode 3
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Question
How can we make a home energy efficient?
Episode 4 & Final Assessment
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Question
What materials should we use to build an energy-efficient home?
Snapshot
Student groups will propose modifications to their design based on their results from the first test. They will complete the modifications and then test their new design. They will analyze the modifications then compare and identify the best characteristics of the competing models.
Conceptual Understandings
Some materials work better than others for making a home energy efficient.