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 8.2.2
Ask questions about how the amount of potential energy varies as distance within the system changes. Plan and conduct an investigation to answer a question about potential energy. Emphasize comparing relative amounts of energy. Examples could include a cart at varying positions on a hill or an object being dropped from different heights. 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 develop and test questions that demonstrate how distance affects the amount of potential energy of an object.
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Phenomenon/ Episode 1:Students will ask questions about the cause of the phenomenon of eggs cracking different amounts when dropped from different heights. The teacher will demonstrate and students will make observations and ask questions.
Episode 2: Students will ask questions about the egg phenomenon and plan and conduct an investigation on why this happens. They will look for patterns in the data to determine how the height affects the amount of gravitational potential energy in a system.
Episode 3: Students will explore two types of potential energy that are affected by the distance in the system. The teacher will present them with different elastic potential and gravitational potential energy and students will identify which type they are. Then students will plan and conduct an investigation on how distance affects elastic potential energy.
Episode 1
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Question
Why does the egg shatter more when it's held up higher?
Snapshot
Students will ask questions about the cause of the phenomenon of eggs cracking different amounts when dropped from different heights. The teacher will demonstrate and students will make observations and ask questions.
Conceptual Understandings
Eggs have a different outcome when dropped at different heights.
Why does height affect how much it breaks or how much energy their was.
Episode 2
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Question
How does the height of an object affect
Snapshot
Students will ask questions about the egg phenomenon and plan and conduct an investigation on why this happens. They will look for patterns in the data to determine how the height affects the amount of gravitational potential energy in a system.
Conceptual Understandings
The higher an object is dropped from the more energy it has
What are other ways that distance can affect the amount of energy?
Episode 3
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Question
How does distance affect elastic potential energy?
Snapshot
Students will explore two types of potential energy that are affected by the distance in the system. The teacher will present them with different elastic potential and gravitational potential energy and students will identify which type they are. Then students will plan and conduct an investigation on how distance affects elastic potential energy.
Conceptual Understandings
If you increase the distance an object is stretched it will increase its potential energy.