STEM Lesson - Constructive and Destructive Forces

In this unit, students will determine the cause and effect relationship Earth’s
constructive and destructive forces have on surface features. Students will also
explore human intervention to control constructive and destructive processes and
human interaction with landforms and the surrounding environment. Lastly,
students will use the following science and engineering practices to investigate
constructive and destructive processes.
Science and Engineering Practices
 Obtain, evaluate and communicate
 Argue from evidence
 Develop and use models
 Ask questions
Crosscutting Concepts
● Cause and Effect
● Stability and Change
● Systems and system models
Core Ideas
Earth’s Systems and Forces

Duration: 20 days includes PBL

Georgia Standards of Excellence
Standards
S5E1. Obtain, evaluate, and communicate information to identify
Addressed 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.)
  Change is measured in terms of differences over time
Enduring occurs at different rates.
 Some systems appear stable, but over long periods of time
Understandings will eventually change.
 ELAGSE5RI2: Determine two or more main ideas of a text
Content and explain how they are supported by key details;
summarize the text.
Integration  ELAGSE5RI4: Determine the meaning of general academic
and domain-specific words and phrases in a text relevant
to a grade 5 topic or subject area.
 ELAGSE5RI9: Integrate information from several texts on
the same topic in order to write or speak about the subject
knowledgeably.

ReadWorks
Texts
slow_and_steady_1 how_plates_affect_ passages-how-plat passages-how-plat
our_planet_text_set_0.pdf
000_passage_and_questions_0 (2).pdf es-affect-our-planet-hot-spots_files.pdf
es-affect-our-planet-volcanoes_files.pdf

passages-how-plat what_s_the_big_ide
a_about_earth_920_passage_and_questions.pdf
es-affect-our-planet-earthquakes_files.pdf

Science A-Z

changing_landform
s5-6_unit_guide.pdf

STEMScopes

GA_5E1AB_Explain_ GA_5E1AB_ELABOR GA_5E1C_ELABORA GA_5E1C_Explain_St

Stemscopedia.pdf ATE_SurfaceFeatures_ReadingScience.pdf
TE_HumanTechnologyandEcosystems_ReadingScience.pdf
emscopedia.pdf

Project-based Learning: Beaches

STEM/PBL This PBL can be done after lesson progression four. (2-3 days)

This PBL ask students to design a plan for erosion prevention using
natural barriers for beach property and present their plan to the
Beach Field Company in a three-minute presentation. The students
will research coastal beach erosion and how to prevent the process
using natural barriers instead of manufactured barriers.

TX_5.7B_ACCELERAT
E_ChangestoLand_PBL_EntryDocumentandExpertRoles.pdf