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 8.4.4
Episode 1
Student will see the first frame of the video which shows them the temperatures of the earth in 1939. They will use colored pencils to draw the temperatures during 1939 year. They will predict and form a hypothesis on what they think will happen to the temperatures by 2015. The student will watch the video that shows in red higher than average temperatures and in blue lower than average temperatures.
Students will look for patterns in the data about what is happening on our earth between 1939 and 2015? Have students reflect on this and write an analysis of the data. Conduct a class discussion about what they concluded.
Episode 2
What are the causes of climate change? Students will read an article to obtain and evaluate information that helps to identify the possible causes of climate change. They will use the information to help them draw a diagram/model of what was happening that is causing climate change.
Episode 3
Students will start by constructing an explanation of what they think the difference is between weather and climate then they will watch a video that explains the difference. They will change their definitions of the two and then categorize some situations as either climate or weather.
Episode 4
Students will analyze data from graphs using computational thinking and images representing outcomes to identify patterns in the data in order to to figure out what the effects of global climate change are.
Episode 5
Students will pick one of the effects of climate change and obtain and evaluate information to research deeper into the causes of it and how it is going to affect people, ecosystems etc. They will propose what may have to change to deal with the problems that are going to be faced with these changes.
Conceptual Understandings
That the earth’s surface on average is rising
What is going to happen because temperature is changing?
What is causing the temperature change?
Snapshot
Students will watch a video on the extreme ups and downs of the climate on earth look for patterns and analyze the data to form a conclusion.
Episode 1
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Question
Is the earth warming up?
Episode 2
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Question
What is causing climate change?
Snapshot
Students will read an article that helps to identify the possible causes of climate change. They will use the information to help them draw a diagram/model of one cause of climate change and why it causes it.
Conceptual Understandings
That there are many causes to the temperature rising.
What happens because the temperature is going up?
How do we know it's actually going up when we still have cold winters?
Conceptual Understandings
That weather and climate are not the same thing.
What is going to happen because of the climate changing?
Snapshot
Students will develop an explanation describing the difference is between weather and climate, watch a video that explains the difference and categorize some situations as either climate or weather. They will explore how climate shows the overall stability or change in an ecosystem.
Episode 3
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Question
Why do we say the climate is getting hotter when we have had extremely cold winters in the past few years?
Episode 4
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Question
What is going to happen because of the climate changing?
Snapshot
Students will analyze data from graphs and images to figure out what the effects of global climate change are.
Conceptual Understandings
The will identify from data some of the effects caused by climate change.
What effects do these changes have on people, environments etc.?
Episode 5
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Question
What effect are these changes going to have on people, environments, etc?
Snapshot
Students will pick one of the effects of climate change and Obtain information through research into the causes of it and how it is going to affect people, ecosystems etc. They will propose and communicate what may have to change to deal with the problems that are going to be faced with these changes.
Conceptual Understandings
How the problems caused by global climate change are going to affect people and environments.
What can we do to change this?