Lesson 

Objective:

Students will analyze and interpret data from printed maps that show Earth's physical features, such as mountains, volcanoes, and earthquakes. They will create physical models and engage in a group discussion about how patterns in these features relate to real-world phenomena and computational thinking.

Materials Needed:

• Printed maps of Earth’s land and ocean floor, tectonic plates, and earthquake/volcano locations

• Paper, markers, rulers

• Playdough or clay to model physical features (mountains, volcanoes)

• Poster boards for group presentations

Steps:

• Introduction:

  • Start by discussing how maps can show important information about Earth’s features and how scientists use this data to understand patterns in nature, such as the locations of volcanoes or earthquake-prone areas. 

  • Show printed examples of topographic maps and maps of tectonic plate boundaries.

• Analyzing Map Data:

  • Students will work in small groups to study printed maps of Earth's features. 

  • They will observe and discuss patterns, such as the concentration of earthquakes along fault lines or the locations of major mountain ranges. 

  • They will make notes and sketches of these patterns on their poster boards.

• Creating Physical Models:

  • Using clay or playdough, students will create physical models of one or more features they observed on the maps, such as a mountain range or volcano. 

  • As they build, they will discuss how Earth’s features can be represented and simplified, much like how computational models simplify real-world data.

• Presentation and Discussion:

  • Each group will present their physical model, explaining the patterns they observed on the maps and how they created a model to represent those features. 

  • Engage students in a discussion about how computational thinking relates to identifying patterns and creating models, similar to how scientists use algorithms to interpret data.

• Reflection on Patterns:

  • Lead a reflection on how the students' work with maps and physical models mirrors the process of data analysis in computer science. 

  • Discuss how computers help identify patterns and make predictions based on large sets of data, similar to how scientists predict natural disasters.

Equity and Access:

Provide simplified maps for students who may need extra help with interpreting geographical data. Encourage group collaboration and ensure all students participate in the model-building process.

Real-World Application:

Connect the activity to real-world applications of geography, such as how engineers and urban planners use maps and data models to determine safe locations for buildings in earthquake-prone areas.

CS Practice(s0:

• Developing and Using Abstractions: Students create physical models to represent complex Earth features and patterns.

Standard(s):

• CA NGSS 4-ESS2-2

• CA CS 3-5.DA.8

• CA CS 3-5.DA.9

Objective:

Students will use an online mapping tool (such as Google Earth or a GIS platform) to analyze and interpret data about Earth’s features like mountains, volcanoes, and earthquakes. They will then create an interactive model in Scratch or another coding platform that visually represents these features and identifies patterns, integrating computational thinking with Earth science concepts.

Materials Needed:

• Tablets or computers with access to Google Earth or a GIS platform

• Map data showing Earth’s features, such as tectonic plates, volcanoes, or earthquake locations

Steps:

• Introduction:

  • Begin by discussing how maps are used to study Earth's physical features. 

  • Show students examples of topographic maps and maps of Earth's land and ocean floor. 

  • Explain how analyzing these maps can reveal patterns in Earth's features, such as where volcanoes and earthquakes tend to occur.

• Map Analysis with Technology:

  • Have students explore maps using an online tool like Google Earth. 

  • They will locate and examine key Earth features such as mountain ranges, fault lines, or areas with frequent volcanic activity. 

  • Encourage them to take notes on patterns they observe, such as the clustering of volcanoes along tectonic plate boundaries.

• Creating and Coding in Scratch:

  • In pairs, students will use a coding platform to create a digital model of one Earth feature pattern they observed, such as a map that shows earthquake activity around the Pacific Ring of Fire. 

  • Students will use coding blocks to animate features like moving tectonic plates or simulating an earthquake occurring along a fault line.

• Testing and Refining:

  • Students will test their Scratch projects, ensuring that the animation accurately reflects the data they gathered about Earth’s features. 

  • If the representation is not clear, they will refine their code and make adjustments.

• Presentation and Discussion:

  • Each group will present their interactive map to another group, explaining the patterns of Earth’s features they identified and how they represented them through coding. 

  • Encourage a class discussion about how technology helps scientists visualize and interpret large sets of geographical data.

Equity and Access:

Provide pre-built templates with basic mapping elements for students who may need additional support. Pair students with varying coding abilities to promote collaboration and peer learning.

Real-World Application:

Discuss how scientists and engineers use mapping technology to predict natural disasters, like earthquakes and volcanic eruptions, and how they use data to make important decisions about safety and infrastructure planning.

CS Practice(s):

• Creating Computational Artifacts: Students use a coding platform to create interactive models of Earth’s features.

• Recognizing and Defining Computational Problems: Students analyze maps and identify patterns in Earth’s features, modeling these observations with code.

• Collaborating Around Computing: Students work in pairs to problem solve while debugging.

Standard(s):

• CA NGSS 4-ESS2-2

• CA CS 3-5.DA.8

• CA CS 3-5.DA.9

• CA CS 3-5.AP.12

• CA CS 3-5.AP.13

• CA CS 3-5.AP.17