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
Storyline Narrative 7.2.5
Standard 7.2.5: Ask questions and analyze and interpret data about the patterns between plate tectonics and:
(1) the occurrence of earthquakes and volcanoes,
(2) continental and ocean floor features
(3) the distribution of rocks and fossils.
Examples could include identifying patterns on maps of earthquakes and volcanoes relative to plate boundaries, the shapes of the continents, the locations of ocean structures (including mountains, volcanoes, faults, and trenches), and similarities of rock and fossil types on different continents.
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Student Friendly Objective: I can ask questions and analyze and interpret data that shows the patterns between plate tectonics and events like earthquakes, the features of the crust and the distribution of fossils.
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Anchor Phenomenon: Fossils of the same plant, Glossopteris have been found in Australia, Antarctica, India, South Africa, and South America, even though these continents have different climates and are all separated by oceans.
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Big Idea: Patterns found on Earth are evidence of plate tectonics
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Students are engaged by analyzing and interpreting data to find patterns in the shapes of continents and the distribution of fossils and mountain ranges. They will also be researching and analyzing information about Alfred Wegener’s ideas about continental drift (episode 1).
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Students explore curated research cites and information sources to obtain information and ask questions regarding the location and frequency of earthquakes and volcanoes and the positions of mountain ranges to explain patterns that give evidence for plate tectonics (episode 2).
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In the concluding episode, students will elaborate by analyzing the data they have collected and write a CER (claim, evidence, reasoning) connecting plate tectonics and their research (episode 3).
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Evaluation of student proficiency is determined by the assessment.
Conceptual Understandings
Evidence points to the Continental Drift theory: the continents were once fitted together, including fossils and mountain ranges distribution.
How does the Earth’s crust move?
Snapshot
Students cut out the continents and fit them together like a puzzle. They also analyze and interpret data for evidence of crust movement.
Episode 1
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Question
What evidence can I find that the Earth’s crust is moving?
Episode 2
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Question
How does the Earth’s crust move?
Snapshot
Students observe earthquakes and volcanic eruptions around the world to come up with patterns.
Conceptual Understandings
Earthquakes, volcanic eruptions, and mountain formation occur in a pattern around plate boundaries.
How does the evidence support the idea that the earth’s crust move?
Conceptual Understandings
Patterns of earthquakes, volcanoes, mountain formation, and rock and fossil distribution are all evidence of plate tectonics.
Snapshot
Students will work in groups to write a CER that shows the patterns between plate tectonics and the research they’ve done in episodes 1 and 2.
Episode 3
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Question
How does the evidence support the idea that the earth’s crust moves?