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 8.3.2
Students engage with the phenomenon by eating a slice of apple as they watch a short video. As they watch students make observations focusing on four different questions. Sharing their observations with others they are able to compare and look for patterns in the observations. This will lead to questions about how living organisms get energy from the food they eat. Students answer the questions based on what they already know. Many students will have misconceptions of how they obtain energy from food. It is anticipated that students will come up with two main thoughts, energy is obtained through digestion of food and that food is a fuel we burn to get energy. If this is so then the students are given a chance to explore these answers by obtaining additional information to determine if they are correct, partially correct or not correct at all. Students continue to explore the types of molecules that are used to obtain energy. Comparing hydrocarbons to carbohydrates leads to the discovery that carbohydrates (sugars) are used by living organism to obtain energy will help students to begin understanding the process of cellular respiration. Students expand their exploration of this phenomenon by carrying out an investigation to apply the information to a living organism. Using yeast the students test how sugar is used to obtain energy for growth. Collecting and testing the gas produced by the yeast will allow the students to begin to build a chemical equation of the process of cellular respiration. Students then design and carry out an investigation by testing a variable to further explore the process. Students will look for cause and effect relationships as they analyze and interpret the data they gather. To expand and further solidify the understanding of cellular respiration and the release of energy students will explore how exercise affects the production of CO2 gas. Since CO2 gas is a product of cellular respiration the increase in its production should increase as an organism uses more energy. Additional information will be gathered by the students that will lead them to name and explain the phenomenon that they have been exploring. Once named students will describe the process of cellular respiration including defining the system, the change in energy and the flow of matter. They then develop a model illustrating their description.
Episode 1
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Question
Why do living organisms eat food?
Snapshot
Students engage in the phenomenon by watching a short video while eating an apple slice. Student ask questions focusing on how they obtain energy from the food they eat.
Conceptual Understandings
Living organisms eat food to get the energy they need to grow.
How do living organisms get energy from the food they eat?
Conceptual Understandings
Digestion is a process that breaks food down into smaller particles so that energy can be obtained.
What are the smaller particles that living organisms use to get energy?
Snapshot
Students explore the process of digestion and its role in obtaining energy from food.
Episode 2
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Question
How do living organisms get energy from the food they eat?
Episode 3
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Question
What are the smaller particles that living organisms use to get energy?
Snapshot
Students explore the different types of fuels used to obtain energy. Students identify carbohydrates as the molecules used by living organisms to get energy.
Conceptual Understandings
Carbohydrates are sugars that are used by living organisms to get energy.
What happens to sugar molecules as living organisms use them for energy?
Conceptual Understandings
CO2 gas is produced when sugar is used as food for yeast, a living organism.
Does this process work the same in all living organisms?
Snapshot
Students explore the use of sugar as a food source for yeast. They identify a gas produced (CO2) during the process.
Episode 4
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Question
What happens to sugar molecules as living organisms use them for energy?
Episode 5
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Question
Does this process work the same in all living organisms?
Snapshot
Students elaborate by exploring the cause and effect relationship of CO2 production and energy use in themselves.
Conceptual Understandings
The more energy people use the more CO2 produced. Therefore, we get our energy from food through cellular respiration as well.
How does a living organism make CO2 and does this process have a name?
Conceptual Understandings
Energy is converted from sugar through a chemical process known as cellular respiration into mechanical energy in the body..
Can we create a model of the digestive system and cellular respiration?
Snapshot
Students obtain information that will lead them to name and explain the phenomenon that they have been exploring.
Episode 6
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Question
How does a living organism make CO2 and does this process have a name?
Episode 7
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Question
Can we create a model of the digestive system and cellular respiration?
Snapshot
Students develop a model illustrating Digestion and Cellular Respiration in a living organism and how energy flows and matter cycles through an organism.
Conceptual Understandings
The steps of the digestive system and cellular respiration can be represented by everyday objects.