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.
STORYLINE: 5.1.1 Earth's Features
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?
Phenomena Statement
A volcano rapidly formed in a field in Paricutin.
Site Feedback
Utah Science
Curriculum Consortium
Tyson Grover
Annette Nielson
Storyline Narrative 8.3.1
Episode 1 phenomenon: Students will watch a short time-lapse video of a seed growing into a plant. As students view the video they will come up with observations using the words “matter” and “energy” that they will record these on a T-chart. They will then briefly share observations with a partner (think-pair-share). Watch video a second time. This time record questions using the words “matter” and “energy” about each observation on the right side of the T-chart.
Episode 2 Students will brainstorm where the mass of a plant comes from and what plants need to grow. They will then design and run an experiments on growing plants to determine what is necessary for plants to grow. They will return to at the end of this standard to form the final conclusions about plants and how they grow.
Episode 3 Students will conduct an investigation to look at an aquatic plant to make observations about the amount of gas being made with different intensities of light. They will form a conclusion about how light affects photosynthesis.
Conceptual Understandings
Plants get bigger and gain mass.
Where did the mass come from?
Snapshot
Watch a time-lapse video on the growth of a bean plant. (Search: time lapse plant or something similar in your favorite search engine)
Episode 1
Question
Where does the mass for plant growth come from?
Episode 2
Question
How do energy and matter affect plant growth and where does the plant’s mass come from?
Snapshot
Plan and conduct an investigation on how light, water, and carbon dioxide affect the mass of plant after it's grown.
Conceptual Understandings
Water, carbon dioxide and light amount are the variables that promote plant growth
What gas is produced by photosynthesis?
Episode 3
Question
What does elodea do in the sun/light source?
Snapshot
Students will conduct an investigation on an aquatic plant to identify the amount of gas being made with different intensities of light.
Conceptual Understandings
Plants make a gas during photosynthesis
What gas is it?
Conceptual Understandings
The gas being made is oxygen.
What else is needed for photosynthesis?
Snapshot
Run an experiment with the elodea and collect the gas produced over a 24 hour period in front of a light. Take the test tube the next day and demonstrate that the oxygen will reignite a recently blown out match.
Episode 4
Question
What is the gas in the bubbles?
Episode 5
Question
What else is needed for photosynthesis?
Snapshot
Students read an article about photosynthesis and what is being produced.
Conceptual Understandings
Plants take in light, water, and carbon dioxide they make sugar, and oxygen.
What did plants actually need to grow besides these things?
Conceptual Understandings
Plants get their mass from water and carbon dioxide they do not require soil to grow but they do need light, and carbon dioxide
Snapshot
Students look at their plant data and form a conclusion