Metro RESA K-5 Science Instructional Unit Plan

Candidate: Topic and Grade Level:

Kristen Muller 5th-
Constructive/Destructive
Forces
Resources/Websites: Misconceptions:
http://volcano.oregonstate.edu/ Scientists can
https://earthquake.usgs.giv/learn/kids/ always predict
http://www.geography4kids.com/ volcanic eruptions
http://environment.nationalgeographic.com/environment/natural- and sometimes
disasters/forces-of-nature/ earthquakes
http://www.volcanoexplorer.xyz/ Changes to Earths
http://pbs.org/wgbh/nova/vesivius/predict.html surface only
www.cobbteachingandlearning.com happen quickly
Brainpop Weathering and
erosion are the
same
Rocks will always
be around
Earths forces can
only destroy
Humans can
control Earths
constructive and
destructive forces

Performance Expectation:
Construct arguments to identify surface features such as deltas, sand dunes, mountains, and
volcanoes as being caused by constructive and/or destructive processes.
Develop models (pictures, images, words, experiences) to collect data on how changes in surface
features are caused by these forces.
Ask questions and investigate the role of technology and the prediction and prevention of
constructive and destructive forces.

Science & Engineering Practices Disciplinary Core Ideas Crosscutting

(Content) Concept(s)
S5E1. Obtain, evaluate,
1. Developing and using models and 1. Cause and
2. Planning and Carrying out Investigations communicate informatio effect:
3. Asking questions and defining problems n to identify surface Relationships
features on the Earth are identified,
caused by constructive tested, and
&/or destructive used to explain
processes. change.
2. System and
System Models
 3. Energy and
a. Construct an Matter
argument
supported by
scientific evidence
to identify surface
features
(examples could
include deltas,
sand dunes,
mountains,
volcanoes) as
being caused by
constructive &/or
destructive
processes
(examples could
include
deposition,
weathering,
erosion, and
impact of
organisms).
b. Develop simple
interactive
models to collect
data that
illustrate how
changes in surface
features are/were
caused by
constructive &/or
destructive
processes.
c. Ask questions to
obtain
information on
how technology is
used to limit &/or
predict the impact
of constructive &
destructive
processes.

General Sequence of the Unit - Building for Conceptual Understanding - Interdisciplinary Connections

See plan outline and individual lessons

EVALUATE (Culminating Task):

Science Touchstone
 Weekly Lesson Plans
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson
5
Essential How will the earth How will the earth How will How will the How will
Question: continue to change continue to change the earth earth the
over the next thousand over the next thousand continue to continue to earth
years? years? change change over continue
over the the next to
next thousand change
thousand years? over the
years? next
thousan
d years?

ENGAGE Question: What does Show students Have Have Jello Dam
(Opening/Hook) constructive mean? constructive/destructiv graham table out in websites
How will you What does destructive e forces PowerPoint. crackers front -
ENGAGE students mean? Youtube- Surface and On tables pictures
and/or connect to Wear headphones for formation chocolate have of dams-
prior knowledge? excitement frosting out toothpicks discuss
on tables and what is
marshmallow seen
s
EXPLORE/EXPLAI -Things connected to Complete Create a Students
N Erosion PowerPoint- construction or different structure will
(Work Period) graphic organizer destruction. Write tasks on meeting create a
How will students Weathering anything down that chart to specific dam
EXPLORE, EXPLAIN PowerPoint/video clip- relates to these words. show faults criteria that with
and/or EXTEND a embedded quiz Play SCRATCH- and how will withstand material
concept? Vocabulary terms in whoever has the most earthquake the shake s in the
science notebook reads out and if s can be table STEM
 Research how natural duplicated yell both lab-
disasters connect to SCRATCH. constructiv Change make
this unit -Fill in e and criteria for take
constructive/destructiv destructive some groups multiple
e organizers in Science for challenge attempts
notebooks
-Riverbed Experiment
or Sand dune

Closing: STEM packet

How will you Vocabulary sheet in Eat STEM
summarize the notebook Student claims in materials packet
lesson? How will Graphic organizer notebook Record
you EVALUATE? Student STEM packets results on
discussions/presentatio chart
n
Assessment (What is the evidence of learning?)
Formative (On-going) Summative (End)

STEM lab/Science notebooks Cobb County Science

Touchstone-
Constructive/Destructive
forces

Small Groups (Based on Assessment Data) Differentiated Instruction Independent Learning

Centers
Teacher created Completed vocabulary sheets Computer stations with
preselected websites-
found on STEM blog
Task Cards Accelerated project options Computer stations with
headphones for students
who need text read to them
STEM bins- in classroom
Constructive & Destructive Forces Vocabulary

Concept What it Means How I See It

(Picture or Word Drawing)

Constructive

Destructive

Surface Feature

Earthquake

Volcano

Faults

Weathering

Erosion

Deposition
 Constructive & Destructive Forces Vocabulary

Concept What it Means How I See It

(Picture or Word Drawing)

Flood Control

Dam

Levee

Delta

Beach Reclamation

Sand Dune

Seismological Studies

Organism

Decomposer
 Volcanoes

Earthquakes

Organisms

Faults
Dear Parents,

The purpose of this newsletter is to give you an overview of what your child will be learning during our
current unit of study in science. Please take a moment to look over the different sections of this newsletter.
You will see example questions, important terms to know, and some extension activities you can do at
home.

Parent Background:

Evidence of a changing Earths surface is all around us. Forces primarily at the surface and below
the surface shape the Earth as we see it. While changes are visible to us, the process of the change is not.
Change is very slow or invisible below the Earths crust. Most students may be able to understand
descriptions of land forms but have no idea of how those forms came to be or how they will change.

Land forms are the result of constructive and destructive forces. Constructive forces are the building
up of the Earths surface including deposition, Earthquakes, volcanoes, and faults. Destructive forces are the
tearing down of the Earths surface including weather, erosion, impact of organisms, earthquakes, and
volcanoes. These changes, both constructive and destructive, may be slow due to processes such as erosion
and weathering while other processes such as landslides, volcanic eruptions, and earthquakes are fast.

Students will know Students will be able to

Earth process vocabulary identify constructive processes which cause the

the result of various forces acting on the
Earths surface
how Earths materials change slowly over
time
how constructive processes cause surface
feature changes
how erosion shapes the Earths surface
ways in which destructive processes cause
surface feature changes
how wind and water cause weathering of
rocks
surface features of the earth to change
identify destructive processes which cause the
surface features of the earth to change
use seismological records to determine the locations
of earthquakes and explain how this information
helps with the understanding of destructive and
constructive forces
explain the reasons why human interaction and
increased technological services are necessary for
controlling destructive and constructive forces;
show locations of earthquakes and volcanoes
use models to demonstrate constructive and
destructive forces

Ways Parents Can Help

Things you can do with your 5th grader

1) Read The Magic School Bus Blow Its Top by Joanna Cole

2) Visit http://www.geology.sdsu.edu/how_volcanoes_work/

3) Review flashcards with vocabulary

 constructive process: the building up of the Earths surface including deposition, Earthquakes,
volcanoes, and faults
Vocabulary
deposition: deposits of material which is added to a landform

destructive process: the tearing down of the Earths surface including weather, erosion, impact of
organisms, earthquakes, and volcanoes

earthquake: underground movements in the Earths crust that may cause change in the
lithosphere

erosion: movement of material by water or wind

Sample Test Prep Question #1

Which of these is most likely to cause a new island to form in the

fault: a deep crack in the Earths surface where plates slide against each other
middle of an ocean?

Avolcano:
glaciersthe escape of hot, molten rock and gas from the earths interior

Bweathering:
earthquakes the breakdown, either physical and chemical, of rocks on the earth's surface.

C ocean currents

D volcanic eruptions

Question:
Earthy Entertainment

What did one mountain say to

the other mountain after the
earthquake?

Answer:

It wasnt my fault!
Well what about the mature student having trouble with weight and mass? He couldn't tell his old tons
from Sample Test Prep Question #2

Sand Dunes in the desert are caused by erosion from

A rain

B wind

C streams

D glaciers

Please!
Check the class blogs and
STEM blogs for ways you can
help us out during this unit!
Thank you
Answers:

1) D
2) B
Name: ___________________________ #: ______ Date: ______________________

Constructive & Destructive Forces Vocabulary Quiz

Beach Decomposers Destructive Flood Control Organisms Surface Feature

Reclamation
Constructive Delta Earthquake Fault Sand Dune Volcano

Dam Deposition Erosion Levee Seismological Weathering

Studies

1. The process where rock or land is created is __________________________________.

2. A natural or man-made process that causes damage ____________________________.

3. A break in the earths crust is _________________________________.

4. A mountain that forms as molten rock flows through a crack in the Earth is
_____________________________.

5. A natural land shape, feature, or landform is a ________________________________.

6. Shaking of the Earths surface caused by movement of rock in the crust is a/an
_______________________________.

7. The use of levees, walls, and dams to protect land from overflow of water is
______________________________.

8. The process by which sediment drops out of water is ___________________________.

9. An organism that breaks down dead plant/animal matter & makes nutrients is
_____________________________________.

10. The process of moving sediment by wind, water, or ice is _______________________.

11. A structure that holds back water that can slowly be released is a ______________.

12. A sand hill that is made and shaped by wind is a ______________________________.

13. The study of earthquakes using tools to monitor movements in the Earths crust is called
_____________________________________________.

14. The process of wearing away rocks by natural means is called ___________________.

15. A wall of earth or concrete built along a bank to prevent floods is ______________________.

16. Replenishing sand that has been eroded from a beach is ______________________.
17. An individual animal, plant, or single-celled life form ___________________________.
18. An area of new land at the mouth of a river formed by carried sediment _________________________.