Instructional Software

Lesson Idea Name: Exploring Constructive and Destructive Processes by learning about Plate Tectonics
Content Area: Science
Grade Level(s): 5th

Content Standard Addressed: 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.

Technology Standard Addressed: 3-Knowledge Constructor

Selected Technology Tool: Brain Pop

URL(s) to support the lesson (if applicable): https://www.brainpop.com/science/freemovies/platetectonics/

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): By using the BrainPop software we are utilizing the Universal Design for
Learning framework since the videos are accessible from home (with login information), there is an option for
ELL’s to listen and watch these videos for understanding, the videos can also aid in the learning for visual and
auditory learners. Along with these items BrianPop includes multiple standard-based subjects to use for
enhancement of the curriculum in the classroom.
Lesson idea implementation:
The lesson will start out with a brief discussion of different types of landforms. I will show the students
pictures of landforms from a power point I created to initiate the discussion. We will then discuss that
landforms are created by plate tectonics. We will then watch the BrainPop video featuring information on
plate tectonics. Once the video is over we will discuss the concept of plate tectonics and more specifically the
plate boundaries that create these landforms. I will then let students choose the type of boundary they would

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like to research (convergent, divergent, or transform). I will also assign specific tasks for each team so that
each member is responsible for a part of the project. I will ask the students to relate these boundary types to
the landforms discussed in the video (The Himalayas, The Mid-Atlantic Ridge, and The San Andreas Fault) to
determine how each landform was formed. The research on these boundary types and their corresponding
landforms will take place over several days as I facilitate the students’ research process. Once the students
have completed their research they will be tasked with creating a power point presentation to present to the
class about their specific boundary & landform.
Once the students have completed their presentations we will then discuss how these landforms were
created by constructive or destructive forces. We will discuss the definition of these terms and then compare
their research on their landform to determine if it was created by a constructive or destructive force. We will
compare their landforms by using a venn diagram so that students will all be able to contribute to the
discussion. We will continue to use BrainPop to watch videos on additional constructive and destructive
forces so that we can add more to our venn diagram and that the students will gain further knowledge of
these types of forces.
Reflective Practice: The activities I created impact student learning in that they are researching landforms on
their own to determine how they are formed and if the formation is the cause of a constructive or destructive
force. The students are in charge of their own learning and are challenged to research the information on
their own to present to the class as another way to give students power over their learning. Additional ways
to expand this lesson: have students discuss current events featuring constructive/destructive forces (ie:
Volcanic eruptions in Hawaii and Guatemala, wildfires in California, Tornadoes, etc.) and classify them as
constructive or destructive. The students will then research natural disaster preparedness, including
evacuation routes, shelters, disaster kits and discuss their findings within a group based on their chosen
natural disaster. The students will then create a movie based on their particular disaster and the steps
involved to prepare for this type of emergency. The movie will then be shared with the other classes and/or a
PTA meeting so that families of the school will have knowledge of emergency preparedness. While the
students are researching natural disaster preparedness I would ask for a Red Cross representative to visit our
classroom as an expert in how to properly prepare for emergencies so that the students can get another
perspective on the importance of having a plan

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