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 8.2.1
Standard 8.2.1: Use Computational thinking to analyze data about the relationship between the mass and speed of objects and the relative amount of kinetic energy of the objects. Emphasis should be on the quantity of mass and relative speed to the observable effects of the kinetic energy. Examples could include a full cart vs.an empty cart or rolling spheres with different masses down a ramp to measure the effects on stationary masses. Calculations of kinetic and potential energy will be learned at the high school level.
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Student friendly objectives:
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I can use numerical data to identify the relationship between mass of an object and its kinetic energy.
I can use numerical data to identify the relationship between speed of an object and kinetic energy.
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Phenomenon/episode 1: Students will explore the phenomenon that if you are trying to throw something with a lot of force and energy it needs to have a lot of mass and a lot of speed to it. They do this by observing the fact that when they throw something light they can’t throw it very hard. It leaves their hand at the same speed no matter what but slows down very quickly. Students will ask questions about how the matter and energy causes a change in how hard it is thrown.
Episode 2:Students will come up with a definition for kinetic energy. They will design and run an experiment that will help them determine how the quantity of mass affects the overall amount of kinetic energy of an object using marbles of different masses, ramps and and measuring the effect of the marbles on a stationary object.
Episode 3 Students will come up with a definition for speed. They will then design and run an experiment exploring how the (quantity) of speed of an object affects its overall kinetic energy. They will use the data they collect to determine how the speed affects the amount of kinetic energy.
Evaluation of student proficiency is determined by the assessment.
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Conceptual Understandings
That the lighter ball is harder to throw farther than the heavier one.
How does the mass affect the amount of kinetic energy a ball has.
Snapshot
Students will explore the phenomenon that when they throw objects of different masses they don’t go as far and don’t hit as hard.
Episode 1
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Question
What affects how hard an object can be thrown.
Episode 2
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Question
How does mass affect the amount of kinetic energy?
Snapshot
Students will run an experiment that will help them determine how the quantity of mass affects the overall amount of kinetic energy of an object using marbles of different masses, ramps and and measuring the effect of the marbles on a stationary object.
Conceptual Understandings
More mass in an object causes an increase in the amount of kinetic energy.
What else affects the amount of kinetic energy?
Conceptual Understandings
If an object has more speed the it also has more kinetic energy.
Snapshot
Students will design and run an experiment to determine the effect of speed on the amount of kinetic energy an object has.
Episode 3
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Question
How does speed affect the amount of kinetic energy