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
Breathe Utah Storyline Narrative (8.4)
Storyline Narrative:
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This storyline will take students through the process of explaining that air is a natural resource. That the quality of the air is caused by the geological processes of Utah and engage in argument to find evidence the activities of humans that live in the area impacts their air quality. They will also design a solution to change their behavior to minimize the effect of their behaviors on air quality in their area.
Episode 1
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Question
How do geological processes cause cold air pools?
Snapshot
Students will explain how a cold air pool develops caused by the mountains surrounding Utah valleys. They will consider clean air as a natural resource that is available in an uneven distribution due to the geologic process that formed the mountains.
Conceptual Understandings
During the winter cold air is trapped along with the pollutants.
What are the pollutants and where do they come from?
Conceptual Understandings
The number of children admitted into hospitals for respiratory problems increase on days when the PM2.5 count is excessive.
How does per capita consumption of fossil fuels effects our air? What are the pollutants that cars put into the air?
Snapshot
Students will analyze data from an air pollution study as well as facts about health issues and use the data as evidence to argue the effect of using natural resources (fossil fuels and mineral ore) on the atmosphere and on public health.
Episode 2
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Question
What are the effects of the pollutants that we put into the air during inversions on our health?
Episode 3
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Question
What are the pollutants and how did they get into the air?
Snapshot
Students will collect data on the amount of time cars spend idling. They will use the data to calculate the effect of per capita consumption of gasoline on Earth’s atmospheric system by calculating how much idling costs in fuel consumption, carbon [dioxide] emission, and air pollutants. Calculations will be used as evidence to engage in argument about the effect of per capita consumption of fossil fuel on Earth’s atmospheric system.
Conceptual Understandings
Air is a natural resource that needs to be managed. There is a significant amount of fossil fuels being wasted during idling.
How much gas and money does my family car waste idling? How could that amount be reduced?
Conceptual Understandings
Particulate Matter is created when fossil fuels are being burned. Solutions to reduce the amount of PM will be designed.
How could these plans be carried out successfully?
Snapshot
Students will collect data on the amount of time cars spend idling at their school. They will use the data to calculate how much idling costs in fuel consumption, carbon [dioxide] emission, and air pollutants. Calculations will be used as evidence to argue for an idle free school zone. Students will design a solution to mitigate the effects of idling and will evaluate competing designs. They will use a systematic process to determine which solution best meets the criteria and constraints of the idling problem at their school and will implement the selected solution.
Episode 4
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Question
What are some solutions to reducing the amount of idling time and why is this important at schools?
Episode 5
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Question
How could I design an argument to convince others to reduce the amount of time their vehicles idle?
Snapshot
Students will investigate possible solutions to air pollution in relation to per capita consumption of fossil fuels. Fossil fuels being introduced as the cause, air pollution as the effect. Students will develop an argument to share concerning the solution of their choice to reduce the effect of idling.
Conceptual Understandings
Air is a critical natural resource that needs to be managed. We have a responsibility to educate others.
What demographics could your education plan have the most impact on? What marketing solutions need to be employed?