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
Standard 8.2.5 : Develop and use a model to describe the structure of waves and how they are reflected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves. Examples could include drawings, simulations, and written descriptions of light waves through a prism, mechanical waves through gas vs. liquids vs. solids; or sound waves through different mediums.
Student friendly objectives:
I can develop a model to show the structure of a wave.
I can use a model to demonstrate how waves get reflected, absorbed, or transmitted through various materials.
In episode one the students will explore a phenomenon in which they pour water into an opaque bowl while watching the bowl from the side. As the water rises, the coin comes into view. Students will record observations about the phenomenon, ask questions about what they have observed and come up with a possible explanation for what caused their view of the coin to change. In episode two the students will use physical and computer models to identify patterns that occur when waves move from one medium to another. They will identify that waves change speed as they move through mediums of different densities and that while mechanical waves need a medium to travel, light waves do not. This will be followed by a variety of exploration activities in episode three in which the students investigate how the structure of light waves causes them to change when they move from one medium to another. They will experience reflection, absorption, transmission, and refraction. They will develop a drawn model of each of these to demonstrate their understanding. Episode four will clarify their understanding of refraction, students will use models such as prisms and computer simulations to discover how the structure of a light wave causes a rainbow to form. Finally in episode five the students will conduct research to explain how humans use the reflective and refractive properties of energy waves for specific functions that benefit us; including lenses in eyeglasses and telescopes, soundproof rooms, periscopes, and probing the interior of the earth using seismic waves. They will create a short video to present their findings and share them with the class.
Episode 1
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Question
How does water change the way objects look inside a container
Snapshot
Phenomenon: Students explore a phenomenon in which they pour water into an opaque bowl while watching the bowl from the side. As the water rises, the coin comes into view. Students record observations about the phenomenon, ask questions about what they have observed and come up with a possible explanation for what caused their view of the coin to change.
Conceptual Understandings
When water is present it alters the apparent position of objects in a container.
How do waves change when they move from one substance into another? What is a medium?
Conceptual Understandings
When waves move from one medium to another of a different density they change speed. Some wave need a medium to travel, some do not.
What are the different ways waves behave when transferred to a medium of different density?
Snapshot
Students use physical and computer models to identify patterns that occur when waves move from one medium to another. They identify that waves change speed as they move through mediums of different densities and that while mechanical waves need a medium to travel, light waves do not.
Episode 2
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Question
How do waves change when they move from one substance into another? What is a medium?
Episode 3
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Question
What are the different ways waves behave when transferred to a medium of different density?
Snapshot
Students engage in a variety of exploration activities to investigate how the structure of light waves causes them to change when they move from one medium to another. They experience reflection, absorption, transmission, and refraction. They develop a drawn model of each of these to demonstrate their understanding.
Conceptual Understandings
Energy waves can be absorbed, transmitted, reflected, or refracted when transferred to a medium of a different density. Light travels in a straight line unless refracted.
How does refraction change light waves of different frequencies?
Conceptual Understandings
When white light is refracted it splits into individual colors because of the different energies of each color frequency.
How can humans use the reflective and refractive properties of waves?
Snapshot
To clarify their understanding of refraction, students use models such as prisms and computer simulations to discover how the structure of a light wave causes a rainbow to form.
Episode 4
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Question
How does refraction change light waves of different frequencies?
Episode 5
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Question
How can humans use the reflective and refractive properties of waves?
Snapshot
Students conduct research to explain how humans use the reflective and refractive properties of energy waves for specific functions that benefit us; including lenses in eyeglasses and telescopes, soundproof rooms, periscopes, and probing the interior of the earth using seismic waves. They create a short video to present their findings and share them with the class.
Conceptual Understandings
Humans can use reflection, absorption, transmission and refraction to probe the interior of the earth, create lenses that help us see, and create rooms that amplify and dampen sound.