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Subject / Grade level: Earth Science /5th Grade

S5E1. Students will identify surface features of the Earth caused by constructive and
destructive processes.
a. Identify surface features caused by constructive processes.
Deposition (Deltas, sand dunes, etc.)
b. Identify and find examples of surface features caused by destructive processes.
Erosion (waterrivers and oceans, wind)
Impact of organisms
c. Relate the role of technology and human intervention in the control of constructive and destructive
Examples include, but are not limited to
Seismological studies,
Flood control, (dams, levees, storm drain management, etc.)
Beach reclamation (Georgia coastal islands)

Unit Objective(s): This unit is a sub unit within the Fifth Grade Earth Science content for
constructive and deconstructive forces. Students will be able to discuss the role earthquakes play as a
constructive and deconstructive force. They will also be able to discuss the role technology and human
intervention will play in disaster planning for earthquakes. The unit will include some flipped model
activities to facilitate technology integration and more content interaction in the classroom.
Unit Focus Question: How do earthquakes change the earths surface?
The Five E Model Tasks


Think-TacToe Board
t Probe

t Probe

s Choice

Day 1 (30 minutes)

EQ: How do earthquakes change the earths surface?
Objective: SWBAT discuss the impact earthquakes have on the earths surface
Hook: Brainpop video - Earthquakes
Mini Lesson: Show the brainpop video
Work Session: Students will begin with the instructional probe for a pre-assessment.
Stations: Shake it Up!, Food Faults, News ELA story/comprehension questions. Students will rotate
through the stations as they gain knowledge about earthquakes.
HW: Flipped Assignment - USGS How many earthquakes happened in the world today?
Students will go to the website and record the latest
earthquake information.
Differentiation: Students will work in different stations to complete tasks.
Assessment: Students will take the probe for pre-assessment

Day 2 (30 minutes)

EQ: How do earthquakes change the earths surface?
Objective: Students will be able to discuss the
Hook: Where in the world? Show the IRIS website and the presentation for the earthquake provided
by IRIs to reinforce that earthquakes occur every day. Plot on the world map in the classroom where
in the world the earthquake occurred.
Mini Lesson: Read for the text The Magic School Bus: Inside the Earth by Cole. Begin a
wonderings chart... I wonder Students will record wonderings as you read to add to the chart.
Throughout the unit look back and address wonderings as you encounter them in content
Work Session: Students will continue station rotations
HW: Students will complete assignment on Edmodo. Video and review sheet for plate tectonics flipped assignment
Differentiation: Stations are designed to address different learning styles and modalities
Assessment: Teacher Observation, station tasks

Day 3 (1 hour) note: activity could roll into day 4

EQ: What are some effects of plate tectonics?
Objective: SWBAT discuss and simulate plate tectonics and how earthquakes impact the earth.
Materials: snickers, paper towels, gizmos info, computer lab
Hook: Students will participate in a snickers activity that simulates fault lines.
Have students wash their hands before starting this activity! They should use a fingernail to make a
few breaks in the "crust" or top of the candy bar. To illustrate tension (associated with normal faults)
have them gently pull on the edges of the candy bar. They will notice that the "plates" move apart to
reveal the caramel/nuts or "asthenosphere". To illustrate the force of shearing (associated with lateral
fault) have the students push the plates back together, then slide one half of the candy bar forward
and the other backwards. To illustrate the force of compression (associated with reverse and thrust
faults) have the students push on both ends of the candy bar to squeeze it together. They should
notice the plates colliding and possible see one slide over the top of another.
Mini Lesson: Review tectonic plates with ppt. Students will create a 3 fold foldable for convergent,
divergent, transform. They will use info form presentation to create notes and add illustrative
representations of plate movement.

Work Session: Students will work on the plate tectonics gizmos; an interactive assignment that
simulates plate movement.
HW: Students will complete assignment on Edmodo
Differentiation: MI Kinesthetic Learners, Visual Learners
Assessment: Ticket out the Door 3-things you learned, 2 questions you still have, 1 Aha!
lightbulb moment

Day 4
EQ: How do earthquakes change the earths surface?
Objective: SWBAT use their knowledge of constructive and deconstructive forces to help them
determine if earthquakes are constructive or deconstructive or both.
Hook: Hot Spot Questions: Select three tables and place a sticky note with the following questions
Students will begin looking for the hot spot. They can choose the answer the question independently
or use their table group to help them. 1.
Mini Lesson: Complete the text The Magic School Bus: Inside the Earth by Cole
Complete Wonderings Chart with students
Work Session: Students will receive their MI choice board for the explain activity to complete in tictac-toe order. The assignment will be due the last day of the unit. Students will be given two work
sessions in class to complete. They need to answer the question: How are earthquakes both a
constructive and destructive force?
HW: Students continue working on choice board activity
Differentiation: Multiple Intelligences Think Tac Toe Choice board
Assessment: Choice Board

Day 5 (and possibly Day 6)

STEM Design Challenge (2 hours)
EQ: How do we design and build an earthquake proof structure?
Objective: Students will design a structure with the supplies provide during a STEM design
challenge. Students will be able to apply the content information relevant to
Hook: Jumanji video link
Mini Lesson: Review the engineering design process and prepare students for STEM Challenge.
Work Session: STEM Challenge See detailed instructions below
HW: Complete student poll on Edmodo rating the STEM challenge
Differentiation: Collaborative groupings, Multiple Intelligences
Assessment: STEM Design Challenge Task and Student Recording Sheets

Each student needs:

30 toothpicks
30 miniature marshmallows

Earthquake Journal

For the entire class to share:

eight 8-inch square disposable baking

dishes, or one 8 x 11-inch disposable
roasting or baking pan
8 boxes Jell-O (plus a stove, water and
pan to make the Jell-O in advance)

Before (adapted for the lesson Earthquake in the Classroom

Prepare the Jell-O the night before the activity so that it is fully set when students begin
the activity. Pour the Jell-O into eight 8-inch square pans to be shared by four
students, or in one large pan for the entire class to share.
Make one marshmallow-toothpick structure as a display example for students.
Gather materials and make copies of the Earthquake Journal.
Hand out STEM notebooks. Have students fill in the top left section of the journal with
vocabulary terms. Direct students to record their activity observations in their STEM
notebooks as they work.
Highlight STEM Career: Civil Engineers design buildings and conduct an experiment
to test how well their structures stand up under the stress of an earthquake. Explain to
them that this is similar to what some civil engineers do as their jobs.
STEM Challenge: Today you are Civil Engineers working in California. They have
been asked to design an earthquake proof prototype for new community that is being
Teacher Notes:
Show students the display model of a structure.
Illustrate how to make cubes and triangles using toothpicks and marshmallows. Show
students how to break a toothpick approximately in half. Explain that cubes and
triangles are like building blocks that may be stacked to make towers. The towers can
have small or large "footprints" (or bases).
Distribute 30 toothpicks and 30 marshmallows to each student. Explain that the Earth
has limited resources, so therefore engineers also have limited resources when building
Constraints: For this engineering challenge, students are limited to using only the
materials they have been given to make structures. They may make large or small cubes
or triangles by using full-size or broken toothpicks. They may use cross bracing to
reinforce their structures. (Note: For higher grade levels, give students more rules for
their buildings. You can use one or more of the following rules or create your own:
buildings must be at least two toothpick levels high, buildings must contain at least one
triangle, buildings must contain at least one square, or buildings must contain one
triangle and square.)
Test: Place the structures on the pans of Jell-o. If aluminum pans are used, tap the pans
on the bottom to simulate compression or primary waves. If glass baking dishes are
used, shake them back and forth in a shearing motion to simulate S or secondary waves.
Improve: After students have tested their structures, have them redesign and rebuild
them and finally test them again. What can they do to make it stronger? Did it topple?
Should they make the base bigger? Make the structure taller or shorter? Let students
design and rebuild as many times as the time allows.

Have students draw and label the shapes in their designs (cube, triangle, etc).
Extension Activity - Students pretend that they are engineers who work for a civil
engineering company. Instruct them to make a flyer to convince their company to let
them design a better building or structure.

Day 6
EQ: How do earthquakes change the earths surface?
Objective: SWBAT use their knowledge of earthquakes as both a constructive and
deconstructive force.
Hook: Kahoots for review of earthquakes information.
Mini Lesson: Students will use this time to complete the post assessment probe for the
mini unit.
Assessment: Assessment probe post