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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.)
Earthquakes
Volcanoes
Faults
b. Identify and find examples of surface features caused by destructive processes.
Erosion (waterrivers and oceans, wind)
Weathering
Impact of organisms
Earthquake
Volcano
c. Relate the role of technology and human intervention in the control of constructive and destructive
processes.
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
Engagement
Brainpop
STEM
Challeng
e
Exploration
Plate
Tectonics
Gizmos
Snickers
Plate
Tectonic
Simulatio
n
Explanation
Think-TacToe Board
Assessmen
t Probe
Elaboration
Assessmen
t Probe
STEM
Challenge
Evaluation
Design
Earthquake
Proof
Structure
Probe
(post)
Multiple
Intelligence
s Choice
Board
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
Materials:
Each student needs:
30 toothpicks
30 miniature marshmallows
Earthquake Journal
For the entire class to share:
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.
HW: N/A
Differentiation:
Assessment: Assessment probe post
http://padlet.com/wall/zrubq9ofk7ey