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c2 Lesson 4
c2 Lesson 4
Lesson
Four
Duration:
2-‐3
days
Focus
Standard
S5E1.
Obtain,
evaluate,
and
communicate
information
to
identify
surface
features
on
the
Earth
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.)
Performance-‐based
Objectives
As
a
result
of
their
engagement
with
this
unit…
SWBAT
ask
questions
to
obtain
information
about
technology
IOT
determine
how
technology
limits
and/or
predicts
the
impact
of
constructive
and
destructive
processes.
Key
Terms
and
Definitions
Human
intervention-‐
human
involvement,
participation
●
Seismological
studies-‐
study
of
earthquake
activity
●
Flood
control
–
barriers
put
in
place
to
stop
the
overflow
of
water
●
Dams
–a
barrier
that
is
built
across
a
river
in
order
to
stop
water
from
flowing
●
Levees
–
An
embankment
to
prevent
inundation.
●
Storm
drain
management
–ensures
a
long
lasting,
permanent
solution
to
the
●
collection
and
dispersal
of
standing
surface
water
● Seismograph-‐tool
used
to
detect,
measure,
and
record
seismic
waves
Guiding
Questions
• How
has
human
interventions
helped
maintain
the
landforms
of
Georgia?
• What
are
some
examples
of
positive
human
interventions
in
natural
processes?
• Is
the
progress
made
by
human
technology
in
these
processes
a
permanent
fix
to
the
problem?
Why
or
why
not?
• Why
do
people
study
constructive
and
destructive
processes?
• What
technologies
help
control
the
effects
of
constructive
and
destructive
processes?
• Why
are
dams
both
harmful
and
helpful?
• Why
are
the
barrier
islands
so
important?
What
are
the
functions
of
barrier
islands?
Interpretations
and
Reminders
1
Teachers
make
sure
you
teach
the
following
proper
conceptions:
• Currently
technology
allows
us
to
predict
and
prepare
for
constructive
and
destructive
processes.
• We
can
estimate
the
impact
of
constructive
and
destructive
processes
by
studying
seismological
data
and
geographic
maps.
• We
can
limit
the
effects
of
constructive
and
destructive
forces
by
building
structures
and
establishing
procedures.
• Scientists
can
use
specialized
equipment
and
technology
to
learn
more
about
when
volcanoes
and
earthquakes
might
occur,
but
scientists
cannot
make
consistent
and
accurate
predictions
yet.
• Debatable
–
Humans
can
use
technology,
mechanical
means,
structures,
etc.
to
help
control
earth’s
forces,
but
only
temporarily
–
eventually
these
will
also
succumb
to
earth’s
forces.
• Earth’s
forces
can
be
constructive,
destructive,
or
a
combination
of
both.
● Use
DOK
questions
to
formatively
assess
students
throughout
the
unit.
5E Mo d el.p d f
Misconceptions
● Humans
can
control
earth’s
constructive
and
destructive
forces.
Suggested
Learning
Experiences
Core
Idea
Science
and
Engineering
Cross
Cutting
Concepts
Practices
Human
intervention
• Cause
and
Effect
• Argue
from
Evidence
• Stability
and
Change
• Ask
Questions
• Construct
an
explanation
Cro sscu ttin g
Co n cep ts
Imag e
an d
Exp lan atio n
.p d f
2
Engage-‐
Teachers
state
the
performance-‐based
objective
and
have
student
record
and
annotate
in
their
science
journal.
Read
teacher’s
instruction
in
STEMSCOPES
Scopes
5E1C
Human
Technology
and
Ecosystems
for
the
engage
activity.
Science
Phenomenon
Technology
can
help
control
the
effects
of
constructive
and
destructive
processes
This
video
briefly
explains
technology
and
the
purpose
of
dams
and
levees.
Record
students’
observations
and
questions
from
the
video
on
chart
paper.
https://www.youtube.com/watch?v=3zyizEz9XUs
Explore/Collaborative
Practice
Students
will
work
collaboratively
to
obtain
information
through
research
about
how
technology
is
used
to
predict
and/or
limit
constructive
and
destructive
forces.
Students
will
evaluate
the
information
to
determine
if
these
forces
can
be
predicted
or
limited.
Lastly,
students
will
communicate
their
findings
in
written
and
oral
forms.
Activity
1
STEMSCOPES-‐
Surface
Features
Teachers
should
login
to
STEMScopes
to
read
teacher’s
instructions
under
the
explore
tab.
Students
will
investigate
how
the
use
of
technology
to
controls
constructive
and
destructive
forces.
Explain/Focus
Lesson
Teacher
teach
the
following
key
concepts
about
the
role
of
technology
on
constructive
and
destructive
processes.
3
• Currently
technology
allows
us
to
predict
and
prepare
for
constructive
and
destructive
processes.
• We
can
estimate
the
impact
of
constructive
and
destructive
processes
by
studying
seismological
data
and
geographic
maps.
• We
can
limit
the
effects
of
constructive
and
destructive
forces
by
building
structures
and
establishing
procedures.
• Scientists
can
use
specialized
equipment
and
technology
to
learn
more
about
when
volcanoes
and
earthquakes
might
occur,
but
scientists
cannot
make
consistent
and
accurate
predictions
yet.
• Debatable
–
Humans
can
use
technology,
mechanical
means,
structures,
etc.
to
help
control
earth’s
forces,
but
only
temporarily
–
eventually
these
will
also
succumb
to
earth’s
forces.
There
are
several
resources
below
teachers
can
use
to
teach
how
technology
limits
or
predicts
constructive
and
destructive
processes.
Teachers
can
use
the
explain
section
from
STEMScopes
to
teach
the
how
technology
impacts
constructive
and
destructive
processes.
Question
prompts
with
different
DOK
are
also
found
in
explain
section
from
STEMScopes.
(Teacher’s
Note:
STEMSCOPES
informational
text
should
be
assigned
to
students
using
STEMScopes.
Students
are
able
to
annotate
the
text
and
answer
text
dependent
questions
when
assigned.)
4
CCV_Pred ictin g Vo lc
an icEru p tio n s_Twig .p d f
Quarrying:
Managing
Damage
GA_5E1C_ELABO RA
TE_Hu man Tech n o lo g yan d Eco systems_Read in g Scien ce
(1).p d f
Math
Connection
Students
will
use
math
knowledge
to
calculate
questions
about
landforms
and
constructive
and
destructive
processes.
The
math
activity
may
not
be
aligned
to
current
5th
grade
math
standards.
Use
this
activity
if
applicable.
GA_5E1C_Elab o rate
_Math -‐Co n n ectio n s_ed TL.p d f
5
Writing
Connection
Students
will
write
about
what
happens
to
a
beach
through
the
process
of
erosion
and
weathering.
How
can
humans
help
slow
down
these
processes?
How
can
humans
protect
the
wildlife
found
in
a
beach
ecosystem
when
destructive
forces
occur?
GA_5E1C_EVALUATE
_Hu man Tech n o lo g yan d Eco systems_W ritin g Scien ce.p p t
Evaluate/Independent
Practice
Open-‐ended
Assessment-‐
Assign
students
this
assessment
on
STEMSCOPES.
GA_5E1C_EVALUATE
_Hu man Tech n o lo g yan d Eco systems_O ER.p d f
Claim-‐Evidence-‐Reasoning
(CER)
Assessment-‐
Have
student
complete
Technology
CER
to
assess
students’
understanding.
GA_5E1C_EVALUATE GA_5E1C_EVALUATE
_Hu man Tech n o lo g yan
_Hud Eco
mansystems_CER.p
Tech n o lo g yanddf Eco systems_CER_Teach erRu b ricKey.p d f
Standards-‐based
Assessment-‐
Administer
five
question
assessment
to
assess
students’
6
conceptual
understanding
of
technology’s
role
in
the
impact
of
constructive
and
destructive
forces.
GA_5E1AB_EVALUAT
E_Su rfaceFeatu res_Mu ltip leCh o iceAssessmen t.p p tx
Use
Study
Island
via
My
Backpack
or
Phoenix
to
create
additional
assessments.
Differentiation
Supports
Learning
Difficulty
• Allow
multiple
viewing
of
videos
and
ask
questions
to
check
for
understanding.
• Alternative
Activity
GA_5E1C_INTERVEN
TIO N_Hu man Tech n o lo g yan d Eco systems_Gu id ed Practice_Hu man In terven tio n an d Pro cess
• Alternative
assessment
GA_5E1C_INTERVEN
TIO N_Hu man Tech n o lo g yan d Eco systems_CAQ _Stu d en tHan d o u t.p d f
High
Achieving
• Art
Connection
GA_5E1C_ACCELERA
TIO N_Hu man Tech n o lo g yan d Eco systems_Scien ceArt.p d f
English
Learners
• Collaborate
with
ESOL
teacher.
• Use
WIDA
standards
as
a
guide
as
well
as
GA
Science
vocabulary
cards.
• Use
STEMSCOPES
ELL
strategies
under
teacher’s
instructions
for
engage.
Use
sentence
stems.
Online/Print Resources
• HMH
Georgia
Science
Text
Unit
3-‐
Changes
to
Earth’s
Surface
pages
101-‐147
• Project-‐based
Learning:
Beaches
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.
7
TX_5.7B_ACCELERAT
E_Ch an g esto Lan d _PBL_En tryD o cu men tan d Exp ertRo les.p d f
8