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
4.3 Strand
Waves are regular patterns of motion that transfers energy and have properties such as amplitude (height of the wave) and wavelength (spacing between wave peaks). Waves in water can be directly observed. Light waves cause objects to be seen when light reflected from objects enters the eye. Humans use waves and other patterns to transfer information.
Standard(s) 4.3.1: Develop and use a model to describe the regular patterns of waves. Emphasize patterns in terms of amplitude and wavelength. Examples of models could include diagrams, analogies, and physical models such as water or rope. (PS4.A)
Practices
Developing and Using Models: Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
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Develop a model using an analogy, example, or abstract representation to describe a scientific principle.
Disciplinary Core Ideas
PS3.A: Definitions of Energy
The faster a given object is moving, the more energy it possesses.
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PS3.B: Conservation of Energy and Energy Transfer
Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their
Cross Cutting Concepts
Patterns
Similarities and differences in patterns can be used to sort, classify, and analyze simple rates of change for natural phenomena
Storyline Narrative
To begin the 4.3.1 storyline, students are presented with the phenomenon of a ripple on a calm lake. Students engage with the phenomenon by asking questions. They then explore by investigating what affects a ripple/wave. Students then develop a model of patterns in waves. Then students explain further by obtaining information from a video about the net motion of a wave. They learn that a wave transfers energy, not matter. They revise their model to add the new information obtained. Students then elaborate by designing a model for regular wave patterns using a jump rope. Students will define the criteria for a successful model and the constraints for their model. Students will then evaluate their model according to the criteria they identified.
Standard(s) 4.3.2: Develop and use a model to describe how visible light waves reflected from objects enter the eye causing objects to be seen. Emphasize the reflection and movement of light. The structure and function of organs and organ systems and the relationship between color and wavelength will be taught in Grades 6 through 8. (PS4.B)
Practices
Developing and Using Models: Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
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Develop a model using an example to describe phenomena.
Disciplinary Core Ideas
PS4.B: Electromagnetic Radiation
An object can be seen when light reflected from its surface enters the eyes.
Cross Cutting Concepts
Cause and Effect
Cause and effect relationships are routinely identified.
Storyline Narrative
To begin our 4.3.2 storyline, students are presented with the phenomena that we need can’t see an object without light. To obtain information, students engage in and explore in an investigation to determine how much light is needed to identify the object in the ‘dark.’ Through observation, students argue from evidence to explain that objects can only be seen with light. This will lead them to question the cause of light reflecting off other objects. Students then explore reflection by gathering more information about the cause of the pattern of reflection off different materials. Students will plan and carry out an investigation, then model their findings of which objects are more reflective. This will lead students to question, why do we see a reflection of ourselves or another object? Students ask questions and define the cause and effect of reflection when light is seen reflecting from water to under a bridge in waves. They elaborate their findings on reflection by planning and investigating light reflecting off several mirrors and discover the cause and effect of seeing objects that are not in front of you, but can be seen. Students construct explanations about the cause of light reflecting off the mirror and hitting all mirrors. Students will be evaluated while they plan and carry out an investigation while developing a model to a solution to create light to go around and be seen around the corner using mirrors. Students develop an argument for how the evidence you gathered supports the explanation that light can be seen around corners, specifically when the light source is on the other side of the wall.
Standard(s) 4.3.3: Design a solution to an information transfer problem using wave patterns. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data from testing solutions, and propose modifications for optimizing a solution. Examples could include using light to transmit a message in Morse code or using lenses and mirrors to see objects that are far away. (PS4.C, ETS1.A, ETS1.B, ETS1.C)
Practices
Constructing Explanations and Designing Solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
∙ Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
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Disciplinary Core Ideas
PS4.C: Information Technologies and Instrumentation
Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa.
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Cross Cutting Concepts
Patterns
Similarities and differences in patterns can be used to sort and classify designed products.
Storyline Narrative
Students are presented with the phenomenon that messages can be sent in patterns of light, called code. Students obtain information about real world codes using patterns of light. Students engage in designing a code to send to another student, using light patterns. The students model and explain their design solution. This will lead them to question if there are other means to send messages? Students use their models of light patterns to expand their understanding by arguing from the evidence how their model can be used with other means (eg. using their light patterns and change the patterns to tapping, hand signals, or something else of their choice.) Finally, students evaluate their understanding by using their conceptual models to explain patterns in code. They will next be presented with a message (or song) tapped on the tabletop. They will connect this information to their previous understanding that light has patterns in code.