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Science -- Grade 5

Unit 1 - Constructive/Destructive Forces


Dates: 1st term (combine with Weathering and Erosion plans to
follow)
Unit Standards
S5E1a Constructive Processes
Identify surface features caused by constructive processes
Deposition (Deltas, sand dunes, etc.)
Earthquakes
Volcanoes
Faults
S5E1b Destructive Processes
Identify and find examples of surface features caused by destructive
processes.
Erosion (water - rivers and oceans, wind)
Weathering
Impact of organisms
Earthquake
Volcano
S5E1c Technology, Human Interventions, and Constructive and
Destructive Processes
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.) and beach reclamation.
Essential Question(s)
1. How do constructive and destructive forces change our earth?
2. How are constructive and destructive forces similar and how are they
different?
3. What effects do constructive and destructive forces have on landforms
and what types of landforms do they create?
4. What evidence can be found that the Earth has changed over time?
5. How can a force of nature that is so far away possibly affect me in
Georgia?
6. How can a force be both destructive and constructive at the same time?
7. What causes earthquakes to occur?
8. If we could use a wet vac to get all of the water out of the ocean, what
would it look like?
Enduring Understanding
Identify various constructive and destructive forces that affect the earth's
surface

Humans use technology and other forms of intervention to play a role in


the control of these forces
The Earth is constantly changing.
The Earths landforms were created through constructive processes,
destructive processes, or a combination of both.
Human interaction can harness some of Earths natural processes, even if
only temporarily.
Unit Vocabulary
See vocabulary for students sheet
Topics for this unit
Destructive Forces
Erosion and weathering act as destructive forces.
Organisms act as destructive forces.
Earthquakes and volcanoes act as destructive forces.
Technology and Human Intervention
Humans play a role in constructive and destructive changes.
Technology helps control constructive and destructive changes.
Constructive Forces
Deposition changes the earth.
Earthquakes act as a constructive force.
Volcanoes act as a constructive force.
Day 1: Earths Layers
EQ:
What evidence can be found that the Earth has changed over time?
How do you know the earth changes?
Pre-assessment: given day before
Engage: Show students some of the strangest holes in the earth and talk
about them. Get them excited about the cool stuff in our earths surface.
Explore: See Earths Layers for guidance and materials. Do STEM
experiment, where they plan, organize, develop and create the earths
layers. Then follow Earths Layers for questioning. *use cherry pie filling,
chocolate icing, cool whip, and crushed Oreos.
Explain: Read parts of a book on the structure of the Earth and its
landforms. Let groups discuss HOT questions and record answers on
sheet. Show them a peach cut in half and also put the picture up on the
smart board of the same. Discuss how the peach can be used to represent
Earths layers, as well as how the peach may not be accurate in
representing it.
Extend: Watch video: https://www.youtube.com/watch?v=NAHY6965o08
on Earths Layers and then revisit the experiment and procedures to see if
and how they would redesign given what they now know.

Evaluate: They need to record three models into their notebooks:


1. When they create the Earths layers and how they would re-do them
as comparison for what they thought verses what is really true.
2. The peach sketch and labels of Earths layers
3. The model from the book/smart board
Vocabulary: mantle, inner core, outer core, crust
HW: Fill in next 5 vocabulary words using www.dictionary.com. Write the
definitions in your own words and draw a picture
Day 8: Crust Movements Affecting Landforms
Standards:
S5E1a Constructive Processes
Identify surface features caused by constructive processes
Earthquakes
Volcanoes
Faults
S5E1b Destructive Processes
Identify and find examples of surface features caused by destructive processes.
Earthquake
Volcano
How this relates to MSP: The planning is 5 E method, the experiment is student
led/student discovery, vocabulary is not front loaded, and differentiation is
addressed for all learners so that all learners.
EQ: How do movements in the crust affect changes in landforms?
Vocabulary: volcanoes, fault, earthquake, plate, epicenter, damage, seismograph, Richter
scaleconvergent (normal or subduction fault), divergent, transform (strike slip fault)
Differentiation: For the lower readers, I will be using page 9 and 10 as a non-fiction
text introduction in reading groups earlier in the day. We will work through the understanding
of the text features together, and make sure they understand the questions being asked on
page 10 for science work later.
Also, the split organizer will be made beforehand for those who struggle with organization and
efficiency.
Last, directions are typed for the experiment in a larger font, with easier to read and respond
areas.
HookEngage: Explain basics of plate movement. Have them work in partners to show, using
hands or feet only, how the plates move and show when asked.
https://www.youtube.com/watch?v=FZ6yE-V9024
Show students this 12 minute clip about explorers getting to the center of the earth, or
trying. Connect to how weve been looking at landforms, and effects of eruptions and
earthquakesthings that happen on top of the earths surface. Today, well go a little deeper
and look at the plates, the causes of landforms and destruction.
OR
Show pictures of earthquakes, tsunamis, etc, and wow them with the destruction and
construction.

Lesson: What takes place along the boundaries of plates?


**I do this with graham crackers and icingExplore: Students will complete the
graham cracker plates experiment in groups. This will be student directed with the
teacher walking around the room to help, to ask challenging questions, and to ask questions
that might help them be aware of any self-correcting they need to do.
4. Discuss what a puzzle is and list some of its attributes on the board
5. Show the video Earthquakes: Our Restless Planet on United Streaming
6. After video discuss how the Earth and puzzles are the same.
7. Pass out sheet of wax paper to collect choc. crumbs and 2 miniature Snicker bars (Mrs.
Danners class gets Milky Ways because of a peanut allergy)
8. Pass out Faulty Foods graphic organizer. After each experiment the students will draw
an illustration with labels and write an explanation of the process
9. Tell students to gentle press on the two candy bars then unwrap them. Explain that the
cracks in the candy bar are like the fault lines on the Earth.
10.Talk about the different boundaries where disruptions occur. Gently place candy bars
side by side. Move one away from you and one towards you in a sudden burst. This is
called a transform boundary where earthquakes are created. (Demonstrate with 2
boards, clay, houses and a road build on top of the clay and the 2 boards.) Students now
write in their organizer.
11.Next, take the candy bars and gently and slowly pull the bar apart while gently pushing
on the center without breaking it. This is called a divergent boundary. New land, such
as mountain ranges called ridges, is being made when magma fills the void. Record
information.
12.Now push both candy bars together slowly, observe how the candy bars crumble and
some of it rises up. This is how mountain ranges are formed over millions of years. This
is called a convergent boundary. Record information.
13.When plates push together sometimes one plate will slide beneath the other plate. The
crust underneath would melt under extreme pressure and heat. After many years, this
molten material will build up and eventually seep out of cracks or openings between
earths plates and a volcano is formed. This is called subduction and is a convergent
boundary. Record information. Place finished sheets in their notebook.
14.Eat the candy and shake crumbs in trash and save wax paper for next group.
Explain: Read through page 9 of the Spigot magazine and connect vocabulary from
experiment and article and prior knowledge. Show videos of plate movement. Have
students use split organizer (fold 8x12 paper into fourths, cut one slit, fold and glue into
journals). It opens up to show four quadrants. Have them draw the three types of plate
movements with correct names, and then summarize what they learned about plate
movement, landforms that are created from plate movement, destructive forces that are
created from plate movement, etc.
Extend: Using page 10 of the Spigot magazine, have students work in partners to read
through and answer the questions. We will close with a discussion of what they learned today
in the science lesson. Well also connect vocabulary, and reinforce how plate movement can
be destructive and constructive.
Evaluate: The split organizer will be their evaluation, as it shows an illustration of the types of
plate movement, and an explanation of each, with what results from each.
Show videos of plate movement. Have students use split organizer (fold 8x12 paper into
fourths, cut one slit, fold and glue into journals). It opens up to show four quadrants. Have
them draw the three types of plate movements with correct names, and then summarize what
they learned about plate tectonics.

HW: Share the split organizer with your family at dinner time or in the car on the way to your
activity tonight.Complete and study vocabulary
Day 8: Crust Movements Affecting Landforms
Standards:
S5E1a Constructive Processes
Identify surface features caused by constructive processes
Earthquakes
Volcanoes
Faults
S5E1b Destructive Processes
Identify and find examples of surface features caused by destructive processes.
Earthquake
Volcano
How this relates to MSP: The planning is 5 E method, the experiment is student
led/student discovery, vocabulary is not front loaded, and differentiation is
addressed for all learners so that all learners.
EQ: How do movements in the crust affect changes in landforms?
Vocabulary: volcanoes, fault, earthquake, plate, epicenter, damage, seismograph, Richter
scaleconvergent (normal or subduction fault), divergent, transform (strike slip fault)
Differentiation: For the lower readers, I will be using page 9 and 10 as a non-fiction
text introduction in reading groups earlier in the day. We will work through the understanding
of the text features together, and make sure they understand the questions being asked on
page 10 for science work later.
Also, the split organizer will be made beforehand for those who struggle with organization and
efficiency.
Last, directions are typed for the experiment in a larger font, with easier to read and respond
areas.
HookEngage: Explain basics of plate movement. Have them work in partners to show, using
hands or feet only, how the plates move and show when asked.
https://www.youtube.com/watch?v=FZ6yE-V9024
Show students this 12 minute clip about explorers getting to the center of the earth, or
trying. Connect to how weve been looking at landforms, and effects of eruptions and
earthquakesthings that happen on top of the earths surface. Today, well go a little deeper
and look at the plates, the causes of landforms and destruction.
OR
Show pictures of earthquakes, tsunamis, etc, and wow them with the destruction and
construction.
Lesson: What takes place along the boundaries of plates?
**I do this with graham crackers and icingExplore: Students will complete the
graham cracker plates experiment in groups. This will be student directed with the
teacher walking around the room to help, to ask challenging questions, and to ask questions
that might help them be aware of any self-correcting they need to do.
1. Discuss what a puzzle is and list some of its attributes on the board

2. Show the video Earthquakes: Our Restless Planet on United Streaming


3. After video discuss how the Earth and puzzles are the same.
4. Pass out sheet of wax paper, graham crackers, icing, and plates/spoon
15.Pass out Faulty Foods graphic organizer. After each experiment the students will draw
an illustration with labels and write an explanation of the process
16.Tell students to gentle press on the two candy bars then unwrap them. Explain that the
cracks in the candy bar are like the fault lines on the Earth.
17.Talk about the different boundaries where disruptions occur. Gently place candy bars
side by side. Move one away from you and one towards you in a sudden burst. This is
called a transform boundary where earthquakes are created. (Demonstrate with 2
boards, clay, houses and a road build on top of the clay and the 2 boards.) Students now
write in their organizer.
18.Next, take the candy bars and gently and slowly pull the bar apart while gently pushing
on the center without breaking it. This is called a divergent boundary. New land, such
as mountain ranges called ridges, is being made when magma fills the void. Record
information.
19.Now push both candy bars together slowly, observe how the candy bars crumble and
some of it rises up. This is how mountain ranges are formed over millions of years. This
is called a convergent boundary. Record information.
20.When plates push together sometimes one plate will slide beneath the other plate. The
crust underneath would melt under extreme pressure and heat. After many years, this
molten material will build up and eventually seep out of cracks or openings between
earths plates and a volcano is formed. This is called subduction and is a convergent
boundary. Record information. Place finished sheets in their notebook.
21.Eat the candy and shake crumbs in trash and save wax paper for next group.
Explain: Read through page 9 of the Spigot magazine and connect vocabulary from
experiment and article and prior knowledge. Show videos of plate movement. Have
students use split organizer (fold 8x12 paper into fourths, cut one slit, fold and glue into
journals). It opens up to show four quadrants. Have them draw the three types of plate
movements with correct names, and then summarize what they learned about plate
movement, landforms that are created from plate movement, destructive forces that are
created from plate movement, etc.
Extend: Using page 10 of the Spigot magazine, have students work in partners to read
through and answer the questions. We will close with a discussion of what they learned today
in the science lesson. Well also connect vocabulary, and reinforce how plate movement can
be destructive and constructive.
Evaluate: The split organizer will be their evaluation, as it shows an illustration of the types of
plate movement, and an explanation of each, with what results from each.
Show videos of plate movement. Have students use split organizer (fold 8x12 paper into
fourths, cut one slit, fold and glue into journals). It opens up to show four quadrants. Have
them draw the three types of plate movements with correct names, and then summarize what
they learned about plate tectonics.
HW: Share the split organizer with your family at dinner time or in the car on the way to your
activity tonight.Complete and study vocabulary

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