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.    

D O K_Q u estio n _Ste

ms.p d f
 
● The  research  based  5E  model  is  the  instructional  model  for  science.    

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
 

Practices  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.    

GA_5E1C_EXPLO RE_ GA_5E1C_Exp lo re_H GA_5E1C_EXPLO RE_

Hu man Tech n o lo g yanudman
Eco_Tech
systems_Stu
n o lo g y_an
d en
HudtGu
_Eco
manid e.p
Tech
ystems_Stu
d fn o lo g yan
d endtJo
Ecousystems_GISMap
rn al.p d f .p d f
 
Activity  2  STEMSCOPES-­‐  Georgia’s  Coast  
Students  will  relate  the  role  of  technology  and  human  intervention  in  the  control  of  
constructive  and  destructive  processes  on  the  coastal  area  of  Georgia.  Students  will  
research  and  design  a  presentation  to  give  to  the  State  Board  of  Coastal  Conservation  
(class).Place  students  into  groups  of  4–5.  Hand  each  group  an  envelope  with  their  project  
inside.  
Student  groups  will  research  their  project,  come  up  with  a  blueprint  design,  and  make  a  
presentation  to  the  State  Board  of  Coastal  Conservation  (class).  

Stu d en t  Gu id e.p d f Beach  Ph o to s.p d f

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.)  

GA_5E1C_Exp lain _St

emsco p ed ia.p d f
 
 
Teachers  should  assign  videos  under  the  explain  tab  in  STEMSCOPES  Scopes  5E1C  Human  
Technology  and  Ecosystems.  Students  will  pause  videos  at  designated  times  to  answer  the  
questions.    
Predicting  Earthquakes  

CCV_Pred ictin g Eart

h q u akes_Twig .p d f
 
Predicting  Volcanic  Eruptions    

4  
 
  
 

CCV_Pred ictin g Vo lc
an icEru p tio n s_Twig .p d f
 
 
Quarrying:  Managing  Damage  

CCV_Q u arryin g Man

ag in g D amag e_Twig .p d f
 
 
Elaborate/Guided  Practice  
Select  one  or  two  elaborate  activities  for  students  to  complete.  Teachers  should  circulate  and  
formatively  assess  students  as  they  read  and  discuss  technology’s  role  in  controlling  
constructive  and  destructive  forces.    Use  DOK  questions  to  help  generate  questions  to  ask  
during  guided  practice.  Students  will  obtain  information  through  various  task  below.  
Students  will  evaluate  how  technology  impacts  constructive  and  destructive  forces.    Lastly,  
student  will  communicate  their  findings  with  each  other  and  the  teacher.    

D O K_Q u estio n _Ste

ms.p d f
 
Reading  Connection  
Students  will  work  cooperatively  to  complete  a  reading  about  constructive  forces  and  
landforms.  This  STEMSCOPES  informational  text  can  be  assigned  via  STEMScopes.  Students  
should  answer  text  dependent  questions  at  the  end  of  the  text.    

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