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 8.2.3
Episode 1 Phenomenon:
Students will share experiences with and talk about the phenomenon of using the metal brake on a scooter going down a hill. They will ask questions about why this happens. Students will then do an online simulation that will allow them to explore the energy transfer of a person on a skateboard on a halfpipe. They will be able to explain about the change in the types of energy by the end of the activity.
Episode 2: Students will explore the idea of transfer of energy by building simple rube goldberg machines. They will identify the transfers of energy that are occuring in order to cause the motion for the machine to work.
Episode 3 assessment: To begin the class the teacher will lead a brainstorm discussion about “What is Kinetic Energy” and then to identify things that have kinetic energy. Remember to have the class review their definition for kinetic energy during this process. This information is logged where all of the students can see it. Each student will need to choose an object or process where kinetic energy is at play in which they can make a claim about how the kinetic energy is changing. The performance expectation of this standard requires they provide evidence to the claim that the kinetic energy of an object changes as energy is transferred to or from a object. They will plan and conduct mini experiments to gather evidence to support their claim.
Episode 1
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Question
What causes motion to become heat?
Snapshot
Students look at the phenomenon of using the metal brake on a scooter going down a hill. They will identify questions about why this happens and do an online simulation that will allow them to explore the energy transfer of a person on a skateboard on a halfpipe.
Conceptual Understandings
That kinetic energy becomes heat energy through friction.
What other types of transfers can happen?
Episode 2
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Question
What other types of transfers can happen?
Snapshot
Review types of energy, watch a rube goldberg video and identify the transfers of energy present.
Optional
Have students build a rube goldberg machine with provided materials and identify the transfer of energy present.
Conceptual Understandings
Many types of energy can be changed into kinetic energy.
What evidence proves that energy is transferred to or from an object causes kinetic energy to increase or decrease?
Episode 3
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Question
What evidence proves that energy is transferred to or from an object causes kinetic energy to increase or decrease?
Snapshot
Students gather data about transfer of energy in order to make an argument that when energy is transferred to or from an object its kinetic energy increases or decreases.
Conceptual Understandings
How to identify energy transfers that occur when energy is given to or taken away from an object.