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 8.2.1
Use Computational thinking to analyze data about the relationship between the mass and speed of objects and the relative amount of kinetic energy of the objects. Emphasis should be on the quantity of mass and relative speed to the observable effects of the kinetic energy. Examples could include a full cart vs.an empty cart or rolling spheres with different masses down a ramp to measure the effects on stationary masses. Calculations of kinetic and potential energy will be learned at the high school level.
Practices
Using Mathematics and Computational Thinking
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Use mathematical representations to describe and/or support scientific conclusions.
Analyzing and Interpreting Data
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Construct and interpret graphical displays of data to identify linear and nonlinear relationships.
Disciplinary Core Ideas
PS3.A: Definitions of Energy
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Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.
Cross Cutting Concepts
Scale, Proportion, and Quantity
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Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.
Cause and Effect
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Cause and effect relationships may be used to predict phenomena in natural or designed systems
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Speed and Mass affect the amount of kinetic energy an object has.
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Which would do more damage in a crash, a semi truck or a smart car?
Ask questions about how the amount of potential energy varies as distance within the system changes. Plan and conduct an investigation to answer a question about potential energy. Emphasize comparing relative amounts of energy. Examples could include a cart at varying positions on a hill or an object being dropped from different heights. Calculations of kinetic and potential energy will be learned at the high school level.
Practices
Asking Questions and Defining Problems
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Ask questions about potential energy within a system
Planning and Carrying out Investigations
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Plan an investigation, 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.
Disciplinary Core Ideas
PS3.A: Definitions of Energy
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A system of objects may also contain stored (potential) energy, depending on their relative positions.
Cross Cutting Concepts
Energy and Matter
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The transfer of energy can be tracked as energy flows through a designed or natural system.
Engage in argument to identify the strongest evidence to support the claim that the kinetic energy of an object changes as energy is transferred to or from the object. Examples could include observing temperature changes as a result of friction, applying force to an object, or releasing potential energy from an object.
Practices
Engaging in Argument from Evidence
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Construct, use, 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.
Disciplinary Core Ideas
PS3.B: Conservation of Energy and Energy Transfer
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When the motion energy of an object changes, there is inevitably some other change in energy at the same time.
Cross Cutting Concepts
Energy and Matter
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Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking. Examples could include using graphs, charts, computer simulations, or physical models to demonstrate amplitude and energy correlation.
Practices
Using Mathematics and Computational Thinking
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Use mathematical representations to describe and/or support scientific conclusions and design solutions.
Disciplinary Core Ideas
PS4.A: Wave Properties
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A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.
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
Patterns
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Graphs and charts can be used to identify patterns in data.
Develop and use a model to describe the structure of waves and how they are reflected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves. Examples could include drawings, simulations, and written descriptions of light waves through a prism, mechanical waves through gas vs. liquids vs. solids; or sound waves through different mediums.
Practices
Developing and Using Models
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Develop and use a model to describe phenomena.
Disciplinary Core Ideas
PS4.A: Wave Properties
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A sound wave needs a medium through which it is transmitted.
PS4.B: Electromagnetic Radiation
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When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.
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The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.
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A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media.
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However, because light can travel through space, it cannot be a matter wave, like sound or water waves.
Cross Cutting Concepts
Structure and Function
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Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
Obtain and evaluate information to communicate the claim that the structure of digital signals are a more reliable way to store or transmit information than analog signals. Emphasize the basic understanding that waves can be used for communication purposes. Examples could include using vinyl record vs. digital song files, film cameras vs digital cameras, or alcohol thermometers vs. digital thermometers.
Practices
Obtaining, Evaluating and Communicating Information
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Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings.
Disciplinary Core Ideas
PS4.C: Information Technologies and Instrumentation
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Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.
Cross Cutting Concepts
Structure and Function
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Structures can be designed to serve particular functions.