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?
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Utah Science
Curriculum Consortium
Tyson Grover
Annette Nielson
Standard 7.1.1
Carry out an investigation which provides evidence that a change in an object's motion is dependent on the mass of the object and the sum of the forces acting on it. Various experimental designs should be evaluated to determine how well the investigation measures an object's motion. Emphasize conceptual understanding of Newton's First and Second Laws. Calculations will focus on one dimension; the use of vectors will be introduced in high school.
Practices
Planning and Carrying out Investigations
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Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation.
Disciplinary Core Ideas
PS2.A: Forces and Motion
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The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.
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All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared
MS-ETS1-2: Engineering Design
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Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Cross Cutting Concepts
Stability and Change
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Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales
Big Idea
Standard 7.1.2
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects in a system. Examples could include collisions between two moving objects or between a moving object and a stationary object.
Practices
Constructing Explanations and Designing Solutions
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Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system.
Disciplinary Core Ideas
PS2.A: Forces and Motion
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For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).
Cross Cutting Concepts
Systems and system models
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Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
Standard 7.1.3
Construct a model using observational evidence that describes the nature of fields exist between objects that exert forces on each other even though the objects are not in contact. Emphasize the cause and effect relationship between properties of objects (such as magnets or electrically-charged objects) and the forces they exert.
Practices
Developing and using models
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Develop and use a model to describe phenomena
Disciplinary Core Ideas
PS2.B: Types of Interactions
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Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively).
Cross Cutting Concepts
Cause and Effect: mechanism and explanation
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Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Standard 7.1.4
Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces. Examples could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or of increasing the number or strength of magnets on the speed of an electric motor.
Practices
Analyzing and interpreting data
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Analyze and interpret data to provide evidence of the phenomena.
Disciplinary Core Ideas
PS2.B: Types of Interactions
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Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects
Cross Cutting Concepts
Cause and Effect: mechanism and explanation
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Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Standard 7.1.5
Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects. Examples of evidence for arguments could include mathematical data generated from simulations or digital tools.
Practices
Engaging in Argument from Evidence
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Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
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Using Mathematics and Computational Thinking
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Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments. Use mathematical representations to describe and/or support scientific conclusions and design solutions.
Disciplinary Core Ideas
PS2.B: Types of Interactions
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Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.
Cross Cutting Concepts
Systems and system models
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Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.