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.
-
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
Standard 8.1.1
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
-
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.
Cross Cutting Concepts
Scale, proportion and quantity
-
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
Practices
Developing and Using Models
-
Develop a model to predict and/or describe phenomena
Develop a model to describe the scale and proportion of atoms and molecules. Emphasize developing atomic models of elements and their numbers of protons, neutrons, and electrons, as well as models of simple molecules. Topics like valence electrons, bond energy, ionic complexes, ions, and isotopes will be introduced at the high school level.
Obtain information about various properties of matter, evaluate how different materials’ properties allow them to be used for particular functions in society and communicate your findings. Emphasize general properties of matter. Examples could include color, density, flammability, hardness, malleability, odor, ability to rust, solubility, state, or the ability to react with water.
Practices
Obtaining, evaluating, and communicating information
-
Analyze and interpret data to determine similarities and differences in findings
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
-
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
Cross Cutting Concepts
Structure and function
-
Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
Practices
Planning and carrying out investigations
-
Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.
Analyzing and interpreting data
-
Analyze and interpret data to determine similarities and differences in findings.
Plan and conduct an investigation and then analyze and interpret the data to identify patterns in changes in a substance's properties to determine whether a chemical reaction has occurred. Examples could include changes in properties such as color, density, flammability, odor, solubility, or state.
Disciplinary Core Ideas
PS1.B: Chemical Reactions
-
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants
Cross Cutting Concepts
Patterns
-
Macroscopic patterns are related to the nature of microscopic and atomic level structure.
Obtain and evaluate information to describe how synthetic materials come from natural resources, what their functions are, and how society uses these new materials. Examples of synthetic materials could include medicine, foods, building materials, plastics, and alternative fuels.
Practices
Obtaining, evaluating, and communicating information
-
Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
-
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
PS1.B: Chemical Reactions
-
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
Cross Cutting Concepts
Structure and function
-
Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
Develop a model that uses computational thinking to illustrate cause and effect relationships in particle motion, temperature, density, and state of a pure substance when heat energy is added or removed. Emphasize molecular-level models of solids, liquids, and gases to show how adding or removing heat energy can result in phase changes and focus on calculating density of a substance’s state.
Practices
Developing and using models/Using mathematics and computational thinking
-
Develop a model using mathematical representations to illustrate relationships between energy and matter.
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
-
Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
-
In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.
-
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.
Cross Cutting Concepts
Cause and effect: mechanism and explanation
-
Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Develop a model to describe how the total number of atoms does not change in a chemical reaction, indicating that matter is conserved. Emphasize demonstrations of an understanding of the law of conservation of matter. Balancing equations and stoichiometry will be learned at the high school level.
Practices
Developing and Using Models
-
Develop a model to describe unobservable mechanisms.
Disciplinary Core Ideas
PS1.B: Chemical Reactions
-
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
-
The total number of each type of atom is conserved, and thus the mass does not change.
Cross Cutting Concepts
Energy and Matter
-
Matter is conserved because atoms are conserved in physical and chemical processes.
Design, construct, and test a device that can affect the rate of phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success.
Practices
Constructing Explanations and Designing Solutions
-
Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system.
Disciplinary Core Ideas
ETS1.A: Defining and Delimiting an Engineering Problem
-
The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful.
-
Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.
ETS1.B: Developing Possible Solutions
-
A solution needs to be tested, and then modified on the basis of the test results in order to improve it.
-
There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
Cross Cutting Concepts
Energy and Matter
-
The transfer of energy can be tracked as energy flows through a designed or natural system.