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
K.1 Strand
Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather to identify patterns over time. Weather scientists forecast severe weather so that communities can prepare for and respond to these events. Sunlight warms Earth’s surface.
Standard(s) K.1.1: Obtain, evaluate, and communicate information about local, observable weather conditions to describe patterns over time. Emphasize the students’ collection and sharing of data. Examples of data could include sunny, cloudy, windy, rainy, cold, or warm. (ESS2.D)
Standard(s) K.1.2: Obtain, evaluate, and communicate information on the effect of forecasted weather patterns on human behavior. Examples could include how humans respond to local forecasts of typical and severe weather such as extreme heat, high winds, flash floods, thunderstorms, or snowstorms. (ESS3.B)
Practices
Obtain, evaluate, and communicate information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
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Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.
Disciplinary Core Ideas
ESS2.D: Weather and Climate
Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
ESS3.B: Natural Hazards
Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events.
Cross Cutting Concepts
Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
Storyline Narrative
Students will study the patterns of weather. They will start by observing weather in the summer and winter. They will observe and communicate the patterns they are observing between summer and winter. Students will then plan and carry out an investigation to observe the patterns of weather over two weeks and to observe the patterns of weather between day and night. Students will then analyze the data they collected over time and compare the patterns they noticed in their data collection with weather patterns from another weather collection chart. Students will then observe some local weather forecasts that forecasts a snowstorm and high winds. They will then explain and communicate what effect that weather will have on people and how they can prepare for that type of weather by the clothes they wear or other items then may have to get ready. At the end students will communicate the patterns of weather over time and what they will do to prepare for a local forecast.
Standard(s) K.1.3: Carry out an investigation using the five senses, to determine the effect of sunlight on different surfaces and materials. Examples could include measuring temperature, through touch or other methods, on natural and man-made materials in various locations throughout the day. (PS3.B)
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Standard(s) K.1.4: Design a solution that will reduce the warming effect of sunlight on an area. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. (PS3.B, ETS1.A, ETS1.B, ETS1.C)
Practices
Planning and Carrying Out Investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
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Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Constructing Explanations and Designing Solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
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Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
Disciplinary Core Ideas
PS3.B: Conservation of Energy and Energy Transfer
Sunlight warms Earth’s surface.
Cross Cutting Concepts
Cause and Effect: Events have causes that generate observable patterns.
Storyline Narrative
Students will watch a popsicle melting in the sun and the shade. They will observe the effects the sun and the shade have on the popsicle. They will develop questions about the effect of the sun and the shade. Students will plan and carry out an investigation to observe the effects of the sun and shade on a variety of surfaces. Students will analyze their data from their investigation to see the effect the sun has on surfaces. They will observe and explain the effects of the sun and shade on a window surface. Students will design a solution to reduce the effects of the sun on puppies sitting in the sun. The class will discuss their solution to determine what reduced the effects of the sun and what did not reduce the effects of the sun. Students will then test a surface they have not tested before and explain what the effect of the sun was on the surface.