K5 Science Endorsement GPS Lesson Plan

Title Intro Constructive/Destructive Forces

Teacher(s) Kristen Muller
E-mail Kristen.muller@cobbk12.org
School Shallowford Falls
Lesson Title Constructive/Destructive Forces Vocabulary
Grade Level 5 Concepts(s) Vocabulary
Targeted Constructive/Destructive Forces
Performance Expectation

The students will use models in a PowerPoint to understand vocabulary throughout the unit.

Science & Engineering Disciplinary Core Ideas Crosscutting Concept

Practice (Content)
Result of various forces Energy and Matter- energy
acting on the Earths transferred in various ways
surface cause change
Surface of Earth always
in motion
Crust layers divided into
plates that move on top
of mantle
Constructive processes
create unique surface
features

Destructive processes
create unique surface
features
Georgia Performance Standards

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth
caused by constructive and/or destructive processes.

a. Construct an argument supported by scientific evidence to identify surface features

(examples could include deltas, sand dunes, mountains, volcanoes) as being caused by
constructive and/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 and/or destructive processes.

c. Ask questions to obtain information on how technology is used to limit and/or predict the
impact of constructive and destructive processes. (Clarification statement: Examples could
include seismological studies, flood forecasting (GIS maps), engineering/construction methods
and materials, and infrared/satellite imagery.)

Safety Considerations-

No safety considerations for this lesson

The Learning Plan: ENGAGE: Students will take a trip to the Learning Commons. Upon
entering and seeing the laptops out for student use, the teacher will put on the new orange
headphones and ask students their thoughts about hurricanes. Discuss briefly and then have
students access the PowerPoint lesson in the Learning Commons folder.

EXPLORE: Students will navigate through the Erosion PowerPoint and complete the graphic
organizer. Students will work individually. Some charts have helpful hints for students who need
additional support.

EXPLAIN: Students will guide themselves through the Weathering PowerPoint. After watching
the video clip, they will take the quiz. Then continue through the slides. Some students will work
individually and some will work in teacher decided pairs for differentiation.

EXTEND: The students will be spilt into groups to research a natural disaster and briefly explain
how it fits into our destructive/constructive unit. Students will use the new technology in the
Learning Commons to share their findings.

EVALUATE: The students will complete the graphic organizer in the science notebooks with all
the unit vocabulary used in this lesson. Anything not discussed in this lesson they will look up
and bring to class tomorrow to discuss.
Title of the Lesson:
Lesson Logistics/Materials:
Materials- Graphic Organizers, science notebooks, laptops, headphones, Learning Commons access
Groups- teacher pre-selected
DHH microphone

Opening/Hook/Initial Focus:
What are constructive and destructive forces?

Students will take a trip to the Learning Commons. Upon entering and seeing the laptops out for
student use, the teacher will put on the new orange headphones and ask students their
thoughts about hurricanes. Discuss briefly and then have students access the PowerPoint lesson
in the Learning Commons folder.

Work Session:

EXPLORE: Students will navigate through the Erosion PowerPoint and complete the graphic
organizer. Students will work individually. Some charts have helpful hints for students who need
additional support.

EXPLAIN: Students will guide themselves through the Weathering PowerPoint. After watching
the video clip, they will take the quiz. Then continue through the slides. Some students will work
individually and some will work in teacher decided pairs for differentiation.

EXTEND: The students will be spilt into groups to research a natural disaster and briefly explain
how it fits into our destructive/constructive unit. Students will use the new technology in the
Learning Commons to share their findings.

Closing:
EVALUATE: The students will complete the graphic organizer in the science notebooks with all
the unit vocabulary used in this lesson. Anything not discussed in this lesson they will look up
and bring to class tomorrow to discuss

Documentation of Resources
Cobbteachingandlearning

PowerPoint