Kelsey Prentice

Mini-Lessons
FRIT 7234 Summer 2017
Standard:
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.)

Curated Resources
ISTE Standards for Students:
Empowered Learner, Digital Citizen, Knowledge Constructor, Creative Communicator
Digital Information Fluency:
1.B - Learners identify key concepts in a research question
Translate a natural language question into a search query
Identify terms that are likely to be effective "as is"
Identify terms for which more effective vocabulary is likely to be required

1.E Learners select and apply appropriate search strategies to effectively and efficiently locate
reliable digital information related to their academic learning goal(s)
Navigate hyperlink, i.e. browsing strategies
Use subject directory strategies
Use search engine strategies

Foster inquiry by:

scaffolding curiosity, teach kids [people] not subjects, provide opportunities for experiential
learning, “don’t be boring”, and design lesson for participation
These lessons are apart of the Earth Science unit that lasts 8 weeks. This class of 5th graders
completed lessons about successfully searching for information online the first month of school.
Four-lesson activity: “Stay on the Path Lesson One: Searching for Treasure”.
Lesson 1: research, discovery, communicate
How are surface features on the Earth caused by constructive and/or destructive processes?
Students will use Galileo Kids to search for surface features on the Earth caused by constructive
and/or destructive processes with the goal of focusing on one of Earth’s surface features. The
teacher will work to lead students to grade appropriate examples including deltas, sand dunes,
mountains, volcanoes, deposition, weathering, and erosion. Once students select a surface feature
of Earth, they will begin to support their knowledge with scientific evidence to identify surface
features as being caused by constructive and/or destructive processes. Also, students will be
advised to look on Google Maps or Google Earth for examples in Georgia and/or the United
States. Students will use PowToon to communicate information that identify surface features on
the Earth caused by constructive and/or destructive processes.
*If time have students visit PBS: Wilson and Ditch Visit Cities forcing on Earth’s structure in:
Hawaii, Denver, San Francisco, and then Atlanta/ free choice
Lesson 2: identification and assessment
What surface features on the Earth are caused by constructive and/or destructive processes?
As a class we will watch Learn About Planet Earth - Plate Tectonics , Mr. Comerford - Plate
Boundary Rap, and Bill Nye Plate Tectonics, Volcanoes and Earthquakes.
In small groups, students will use resources and understanding to create a 5 question Kahoot.
Once the groups have developed their assessments, each group will get a chance to lead the class
in their “quiz”.
*If extra time, have students work to create their own song, rap, or poem related to constructive
and/or destructive processes.
Lesson 3:
How is technology used to limit and/or predict the impact of constructive and destructive
processes?
The teacher will set up a Skype with a Scientist for a live interview with an expert related to
constructive and/or destructive processes of Earth’s surface. Before the interview begins, the
class will brainstorm questions to ask related to the topic. We will make sure to ask questions
to obtain information on how technology is used to limit and/or predict the impact of
constructive and destructive processes. (Such as seismological studies, flood forecasting (GIS
maps), engineering/construction methods and materials, and infrared/satellite imagery.)
Students will then blog about their experience of interviewing the scientist. Before students blog,
the class will have a discussion about code of ethics for blogging and social media. The teacher
will educate the students about doing the “right thing online”. The discussion will be led by the
three R’s of respect: respect people’s privacy, respect people’s feelings, and respect people’s
property.