K5 Science Endorsement GPS Lesson Plan

Title Lesson 4
Teacher(s) Kristen Muller
E-mail Kristen.muller@cobbk12.org
School Shallowford Falls
Lesson Title
Grade Level 5 Concepts(s) Constructive/Destructive forces
Targeted
Performance Expectation

The students will design a structure to withstand a simulated earthquake.

Science & Engineering Disciplinary Core Ideas Crosscutting Concept

Practice
Developing and Using Models
Develop a model using an
analogy, example, or abstract
representation to describe a
scientific principle or design
solution.
Planning and Carrying Out
Investigations
Make observations and/or
measurements to produce data
to serve as the basis for evidence
for an explanation of a
phenomenon or test a design
solution.
Georgia Performance Standards
(Content)
Result of various forces Cause and Effect
acting on the Earths
surface cause change Cause and effect relationships
Surface of Earth always are routinely identified, tested,
in motion and used to explain change.
Crust layers divided into
plates that move on top System and System Models
of mantle
Constructive processes A system is a group of related
create unique surface parts that make up a whole and
features can carry out functions its
individual parts cannot.
Destructive processes
create unique surface
features

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth
caused by constructive &/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 &/or destructive processes (examples could include deposition, weathering,
erosion, and impact of organisms).
Develop simple interactive models to collect data that illustrate how changes in surface features
are/were caused by constructive &/or destructive processes.

Safety Considerations
Keep track of materials
Toothpick safety
Food allergies

The Learning Plan:

ENGAGE: Question- Can structures survive an earthquake? Are there different designs that
support this idea?

EXPLORE: Students will begin to plan the construction of their structure in STEM groups. They
will plan individually and then collaborate on a group design. The students will use toothpicks
and marshmallows to create their structure.

EXPLAIN: Once students have created their structure, they will place it on the Jello shake table.
The teacher will shake to see if the structure remains.

EXTEND: Students will complete their STEM packet and determine why their structure was or
was not successful. Students may then make adjustments and re design. Once students are
successful, they will use IPad to research successful building designs and structures that can
withstand an earthquake. What do they see is common?

EVALUATE: STEM packets will contain all information to determine student understanding
Title of the Lesson: Earthquake
Lesson Logistics/Materials:

Management- teacher created groups

Materials- toothpicks, marshmallows, Jello, pan

Concerns- food allergies

Opening/Hook/Initial Focus:
ENGAGE: Question- Can structures survive an earthquake? Are there different designs that
support this idea?

Work Session:

EXPLORE: Students will begin to plan the construction of their structure in STEM groups. They
will plan individually and then collaborate on a group design. The students will use toothpicks
and marshmallows to create their structure.

EXPLAIN: Once students have created their structure, they will place it on the Jello shake table.
The teacher will shake to see if the structure remains.

EXTEND: Students will complete their STEM packet and determine why their structure was or
was not successful. Students may then make adjustments and re design. Once students are
successful, they will use IPad to research successful building designs and structures that can
withstand an earthquake. What do they see is common?

Closing:
EVALUATE: STEM packets will contain all information to determine student understanding

Documentation of Resources
cobbteachingandlearning
 Topic: Lesson #

5 th
STEM Challenge: Survive an Earthquake
Date:__________
Standard:
S5E1 Students will identify surface features of the Earth caused by constructive and
destructive processes.
a. Identify surface features caused by constructive processes.
b. Identify and find examples of surface features caused by destructive processes
c. Relate the role of technology and human intervention in the control of constructive and destructive
processes.
S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific
and technological matters.
a. Observe and describe how parts influence one another in things with many parts.

Essential Question:
How can I build a structure that can survive an earthquake?

Vocabulary: Materials:
--YouTube Earthquake Video (link below)
Earth transform boundary earthquake --5 marshmallows per group
--20 toothpicks per group
--1 pan of jello (day 2)
--STEM Challenge pages for students
--Display Engineering Design Process
Instruction:
Day 1:
1. Begin a class discussion about earthquakes using the following National Geographic Video:
https://www.youtube.com/watch?v=VSgB1IWr6O4 Allow students to ask questions and clarify
understanding. Have students tell you why it would be important for people to study ways to
protect buildings and structures from earthquakes.
2. Introduce project, group students, and have them begin the planning stage. Students may
begin construction when they have complete plans that the entire group agrees upon. Have Jello
prepped and ready to go just in case you have early finishers. Allow those students to test and
make improvements to their design.

Day 2:
1. All student groups should finish construction and the class should observe the tests for each
structure.
2. Build a class t-chart of construction strengths and weaknesses. Encourage student-to-student
feedback. Encourage students to respond to the testing phase with I like I noticed
and I wonder statements to encourage positive feedback.
Summarizer/Assessment: Lab Safety Precautions:
You may choose to discourage breaking toothpicks
if you are worried about splinters.
Have students write a reflection to the
teacher including the success/failure of Classroom Teacher Connections:
their structure, how their group worked,
what they learned about structure and
earthquake prevention. Teacher Notes:
I found it best to use an 8 x 8 or 9 x 9 size pan and
one box of jello for testing. You also need to decide
if you are going to allow students to press into the
jello or if their structure must rest on top.
Science Lab Lesson Plan

Name__________________

Earthquake STEM Challenge

5th Grade
The Creative Construction Group is looking for new
and improved ways to protect structures from strong
earthquakes. They are working with new materials
and would love your creative input! Can you help?

Challenge: Build a structure that can withstand an

earthquake.
Criteria:
1. The structure must stand at least 5 inches tall
2. The structure must be free standing
3. The structure must be transferrable (we have to move it to the testing station without
it falling apart)
4. The structure should hold it shape when tested on a jello earthquake surface.
Constraints:
You only have 1-2 days during your STEM time for construction!
You may only use the provided materials
You cant take the materials home
You must work together as a group to finish the project!

Materials:
1. Up to 5 small marshmallows
2. Up to 20 toothpicks

Ask/Engage: What is the problem you are being asked to solve?

______________________________
______________________________
______________________________
____________

1. IMAGINE/BRAINSTORM: What are some possible solutions to the problem

that you are trying to solve? After you brainstorm, draw and label your
ideas below.
Idea #1 Idea #2
1. PLAN/DESIGN: Share your ideas with your group and collaborate to decide on a final design
plan. Draw your teams design below and make a list of the materials that you will need to
complete your design.
Team Design Plan Materials List

2. CREATE/TEST: Use your Final Design Plan to create and build your solution.
Test your design. Did it work? Why or Why not?
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________
3. EVAULATE/IMPROVE: How well did your design work? Did your solution
solve the problem within the given constraints?
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

__________________________________________________________________________
How can you improve your design? How can you make it better? Draw and label your improved
design below.
Improved Design Plan