Huntley Hills Elementary School

Overview of Integrated Unit Planning

Grade Level:5th Grade Dates: January 19-February 26, 2021

Engineering Activity: Lessoning the Negative Effects of Climate Change

Climate Change: Engineers will play a crucial role in coming up with solutions to the challenge, whether through advancements in
renewable energy, changes in transportation, or in developing green packaging and other consumables. However, we cannot wait until
the problem is solved to come up with ways to lesson the negative impact climate change has on our weather.

Students will learn about climate change and its effects on weather conditions. Human-made global warming creates conditions
that increase the chance of extreme weather. In some ocean basins, the intensification of hurricanes over time has been linked
to rising ocean temperatures. In addition, wildfires in the western United States are getting worse. While fire is a natural and
essential part of these ecosystems, warming temperatures and drying soils—both tied to human-caused climate change—have
resulted in a longer fire season, boosting increases in wildfire risk. Through virtual simulations and class demonstrations, (or if in
the building, science labs) students will increase their knowledge and understanding of the effects of climate change on weather
and what engineers have designed to predict and minimize destruction. Students will learn how engineers develop equipment and
procedures to help reduce the environmental impact from hurricanes and wildfires. The students will then design something to
address the problems associated with hurricanes/wind damage/flooding/erosion, OR to prevent landslides in hilly areas that have
become deforested due to wildfires. Students will work in teams to design and build (a model) of a system out of everyday items
that will protect land/homes/animals/people from destructive forces. They will test their system, evaluate their own results and
those of other students, and present their findings to the class.

Science Standard Correlation
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)
Math Standard Correlation Social Studies Standard Correlation
SS5H1: DESCRIBE how life changed in
America at the turn of the century. b.
Describe the impact on American life of
the Wright brothers (flight), George
Washington Carver (science), Alexander
Graham Bell (communication), and
Thomas Edison (electricity).
SS5H3: EXPLAIN how the Great
Depression and New Deal affected the
lives of millions of Americans. a. Discuss
Reading Standard Correlation
.S5P1. OBTAIN, EVALUATE, and
COMMUNICATE information to EXPLAIN the
differences between a physical change and a
chemical change. a. PLAN and CARRY OUT
investigations by MANIPULATING,
SEPARATING, and MIXING dry and liquid
materials and COMMUNICATE collected data
to DEMONSTRATE examples of physical
change. c. PLAN and CARRY OUT an
investigation to DETERMINE if a chemical
as being caused by constructive the Stock Market Crash of 1929, Herbert
and/or destructive processes Hoover, Franklin Roosevelt, the Dust
(examples could include deposition, Bowl, and soup kitchens
weathering, erosion, and impact of SS5H7: TRACE important developments
organisms). in America from 1975-2001 a.
DESCRIBE the collapse of the Soviet
Union, including the role of Ronald
Reagan. b. DESCRIBE the events of
September 11, 2001, and ANALYZE their
impact on American life. c. EXPLAIN the
impact of the personal computer and the
Internet on American life.
change occurred based on observable evidence
(color, gas, temperature change, odor, new
substance produced).
ELAGSE5RI7: Draw on information from
multiple print or digital sources,
demonstrating the ability to locate an answer
to a question quickly or to solve a problem
efficiently. ELAGSE5RI9: Integrate information
from several texts on the same topic in order
to write or speak about the subject
knowledgeably. ELAGSE5W2: Write
informative/explanatory texts to examine a
topic and convey ideas and information
clearly.

STEM Lab Activities:

HANDS ON:
1. Hands-On Mystery Science Water Erosion
2. Create a house out of paper and try to keep it from blowing away when waving a paper fan in front of it.
DESIGNING:
1. Draw up plans for either something that will keep a hillside from eroding OR a house at the bottom of the hill that can survive
a landslide.
2. Use a map of a fictional beach town and design plans to protect it from a hurricane.

Correlating Virtual Field Trips/Outreach Programs:

*Virtual Field Trip to a National Weather Station and a POSSIBLE live virtual Zoom meeting with someone from the National
Weather Station.

*Live Virtual Lesson from Fernbank Science Center on Climate Change and the effects on Weather (including discussions on
beach erosion and wildfires/landslides.)

*Scheduled Speaker: Atlanta Firefighter Matt Durham Tuesday, February 23 at 10:30. –Hopefully to include discussions of
assessing the problem of a particular fire, planning the attack on that fire, as well as the technology that is used to fight fires.
(We will follow this with Mystery Science lesson on how fighting fires in the city is different from fighting wildfires.)
 Huntley Hills Elementary School
Engineering Integrated Unit Plan Template

Title Lessoning the Negative Effects of Climate Change

Authored By Chandler, Watts, Bartolo, Tilly,

Grade Level 5th

Engineering Focus Students will learn how civil engineers design infrastructure so that structures can sustain extreme
winds, storm surges, flooding, windborne debris, and rain induced landslides. Buildings that are in
hurricane zones must be constructed differently than building located farther inland. Students will work
in teams to design and build a hurricane-proof home. They will test their building, evaluate their own
results and those of other students, and present their findings to the class.

Engineering Design: • Define a simple design problem reflecting a need that includes specified criteria for
success and constraints on materials, time, or cost. • Generate and compare multiple possible solutions to
a problem based on how well each is likely to meet the criteria and constraints of the problem. • Plan and
carry out fair tests in which variables are controlled and failure points are considered to identify aspects
of a model or prototype that can be improved.

Students will learn how civil engineers use engineering techniques for landslide prevention including
provisions for drainage, and construction of retaining walls or other supporting structures, or both.
Students will work in teams to design and build a drainage ditches and/or retaining walls. They will test
their design, evaluate their own results and those of other students, and present their findings to the class.

Engineering Design: • Define a simple design problem reflecting a need that includes specified criteria for
success and constraints on materials, time, or cost. • Generate and compare multiple possible solutions to
a problem based on how well each is likely to meet the criteria and constraints of the problem. • Plan and
carry out fair tests in which variables are controlled and failure points are considered to identify aspects
of a model or prototype that can be improved.
Timeline/Dates Building Background Knowledge

*Week one/3 days: Reviewing 4th grade standards of weather and ecosystems. Virtual weather
station field trips will happen here.

*Week two/2 days. Review Forces (from 4th grade). Introduce constructive and destructive
forces. (STEM Day on the Friday.)

*Weeks three, four, and five = 6 days Tying Climate Change to severe weather and constructive
and destructive forces. Virtual field trip with Fernbank will happen here.

Engineering/STEM Culminating Activity: 4 days (1 week)

Monday, Feb. 22: Go over two choices of projects. Students will decide on one. Divide the
group into two, depending on choice. They will fill out ASK in the EDP.

Tuesday, Feb 23: [Virtual field trip with Atlanta firefighter will happen here.]

Thursday, Feb 25th: Students will fill out the Imagine and Plan part of the EDP.

Friday, Feb. 26 STEM DAY: The students will Create and test their designs. Then the
students will create a PP presentation, which they will present to the planning board, putting
forth their designs.

Unit Vocabulary Surface Feature, Constructive Process, Destructive Process, Deposition, Erosion, Sand Dune, landslide,
Physical Change, Chemical Change, weather, climate, ecosystem. Forces, climate change

Unit Resources Dekalb County Engaging Scenarios on Constructive and Destructive Forces

Dekalb County Unit 5 resources, including the website WatchKnowLearn.org

(Links to Crash Course Kids, Brain Pop, Bill Nye, etc.)
CLIMATE 101 with BILL NYE - YouTube
Adventures in Constructive and Destructive Forces - YouTube
Hurricane Katrina Day by Day | National Geographic - YouTube

Severe Weather: Crash Course Kids #28.2 - YouTube

Weather Channels: Crash Course Kids #34.2 - YouTube
Weathering and Erosion: Crash Course Kids #10.2 - YouTube

SciShow Kids:
What's a Hurricane? - YouTube

GA DOE Earth and Changes Over Time: Instructional Segments

Getting Carried Away Labs:

HMH Georgia Science book and (Ed) on-line resource lessons: How Do Weathering and Erosion
Shape Earth’s Surfaces and How Does Water Change Earth’s Surfaces?

StemScopes for Science, Math Connections, and both Writing and Persuasive Speeches.

Mystery Science Lessons:

What’s strong enough to make a canyon? (mysteryscience.com)
1. What makes hurricanes so dangerous?
What makes hurricanes so dangerous? - Mystery Science
2. What’s worse, a hurricane or a tornado?
What's worse: a hurricane or a tornado? - Mystery Science
3. How Can You Keep a house from Blowing away in a Windstorm?
How can you keep a house from blowing away in a windstorm? (mysteryscience.com)
4. How Can You Save a Town from a Hurricane?
The students will watch the video (starting at #2) and try to think like engineers to save a beach town
from a hurricane.
How can you save a town from a hurricane? (mysteryscience.com)

The students will use a map of the town-- and a budget-- to decide which plans to put in place.
 5. Why is it so hard for firefighters to put out wildfires?
Why is it so hard for firefighters to put out wildfires? - Mystery Science
6. How can you stop a landslide? How can you stop a landslide? (mysteryscience.com)
7. How can you survive a landslide? How could you survive a landslide? (mysteryscience.com)

Read Works Passages

Math Activities 1. Natural Disaster Café – Gifted On-Going Project Linking Math and Science.
2. Stem Scopes Math Connections: analyzing tables, comparing daily lows to daily highs,
analyzing graphs, etc.
ELA Readings/Writing
1. Read Works passages on Climate Change
2. Stem Scopes writing assignments (i.e. Persuasive Speech)
3. Public Service Announcement

DCSS (tweaked) As one of the leading Civil Engineers in the U.S., your job is to conduct research to construct an argument
Engaging Scenario supported by scientific evidence to identify how other surface features such as deltas, sand dunes,
mountains, and volcanoes are being caused by constructive and/or destructive processes such as
deposition, weathering, erosion, and impact of organisms. With your information, you will work with a
team of engineers to determine how technology can be utilized to limit and/or predict the impact of
constructive and destructive processes.
Task 1: Students will research either the problems of beach erosion, flooding, and wind destruction that
are associated with hurricanes in Florida or the problems of landslides on deforested hillsides in
California due to wildfire deforestation.
Task 2: Students will ask questions to obtain information on how technology is used to limit and/or
predict the impact of constructive and destructive processes.
Task 3: Students will design, create, and test out either a hurricane-proof home or a hillside retaining wall.
Task 4: Students will present their designs, models, and test results to a “planning board” in the hopes of
getting their plans approved.

Prior Knowledge Students will understand the difference between weather and climate. S4E4 OBTAIN, EVALUATE
(Review 4th Grade and COMMUNICATE information using weather charts/maps and collect weather data to predict weather
Standards) events and infer weather patterns
d .CONSTRUCT an explanation based on research to COMMUNICATE the differences between weather
 and climate.
Students will understand that climate change and severe weather effects everything in the ecosystem—so
they need to recall what an ecosystem is: S4L1. c. Communicate a scenario to demonstrate the effect of
change on an ecosystem.
Students need to understand what forces are and take them into account when dealing with wind,
storm surge, and gravitational pulls.
S4P3: Obtain, evaluate, and communicate information about the relationship between balanced
and unbalanced forces. a. PLAN and CARRY OUT investigations on the effects of balanced and unbalanced
forces on an object and COMMUNICATE the results. B .CONSTRUCT an argument to support the claim that
gravitational force affects the motion of an object.

Review SS lessons on George Washington Carver (crop rotation—poor soil has been
recognized as the cause of erosion that created Providence Canyon), the Dust Bowl, and
the Industrial revolution (which brought on many great inventions/technologies but also
increased pollution—leading to climate change).

5th grade Unit on Physical and Chemical changes will take place in early January, leading
up to the STEM Integrated Unit.

Big Ideas Earth's surface features can be tall mounding shapes like mountains, or deep crevices like canyons. These
features can be made by constructive processes. Some examples include deltas, where dirt is deposited at the
mouth of a river and canyons are caused when fast moving water carries soil/dirt away.
A delta is an example of both constructive and destructive processes at work. First, the destructive process
occurs when a river erodes and carries away soil/dirt/small rocks. Then those are deposited in a constructive
process that creates the delta.
A physical change takes place when the Earth's surface changes shape, but there is no change in the makeup of
the material. A chemical change produces changes in Earth's features. Examples include acid rain dissolving
rock or a volcano's lava burning away surrounding areas.
A physical change is a change that affects one or more physical properties of a substance. • The appearance,
shape, or size of a substance may be altered during a physical change. • Physical changes, such as changes in
state, do not change the chemical identity of a substance.
Odors can be produced during a chemical change. • Fizzing and foaming may mean gases are being produced.
• The production of gas is often evidence of a chemical change. Boiling also can produce gas bubbles, but
boiling is a physical change.
A chemical change cannot be reversed and a physical change can.

***Climate Change is real. Among other things, it effects weather, which in turn effects our land’s surfaces.

Essential Questions
Students will Know:
(Essential Knowledge, Skills
and Processes)
Students will Understand:
(Understanding the
Subject)
Students will Do:
Materials for Engineering
Design:
Procedures:
Week 1 January 19th (Days 1 – 3)
There are things we can do to combat climate change.
How can we compare and contrast Earth's surface features?
How can we explain how a surface feature of Earth can result from both constructive and
destructive forces working together?
How are Earth's surface features related to physical and chemical changes?
How can you tell a physical change?
How can you tell if a chemical change has happened?
How can you tell the difference between a chemical and physical change?
 Develop an understanding of environmental engineering, civil engineering, engineering design, problem solving, and
teamwork.
 Develop an understanding of the role technology plays in engineering.
 Develop an understanding of how different aspects of science (weather, ecosystems, forces, constructive an
destructive forces, physical and chemical reactions) interact within one another.
 Develop an understanding of how Science, Math, Social Studies, and ELA work together to explore,
explain, and communicate knowledge about the world around us.
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 as being caused by constructive and/or destructive processes
Students will create a model of either:
A. a beachside hurricane-proof house (They can include other beach protections as well.)
or
B. a hillside retaining wall (They can include a house at the bottom if they like.)
Materials needed:
Student Science Journal Notes
Resources needed for the lab: plates, cups, cornmeal, ruler, tape
Students EDP Sheets
Resources needed for STEM Model: Recycled materials found around the house, tape
Science Review 4th grade concepts: weather and ecosystems.

Science Connection:
1. Review the difference between weather and climate.
2.Discuss the effects of severe weather (like drought) on an ecosystem. Introduce concept of Climate Change, and its effects
on an ecosystem.

Mathematics Connections:
1. Examine tables with daily weather temperatures and average temperature to determine which is showing weather and which is
showing climate.
2. Examine bar graphs on temperature data and determine which graph is showing weather data and which one is showing climate
data.
3. Examine table showing daily highs and lows over the year in Atlanta. Compare the daily highs and lows.

Social Studies Connection:

1. Review George Washington Carver and how he encouraged farmers to do crop rotation to decrease poor soil and soil erosion.
2. Learn about the Dust Bowl that occurred during the Great Depression, and the effects it had on farmers.
3. Explore the career connection of a Climatologist.

ELA Connection: Read the passages 1. Drought 2. Wintertime Blues (Gifted) and answer comprehension questions.

Week 2 January 25th (Days 4-5)

*Week two introducing constructive and destructive forces.

Science Connection:
1. We will relate “forces” to severe weather.
2. (engineering) Brainstorm ways to keep a dam from giving way—leading to flooding. Examine two home models and determine which
would be more likely to survive an earthquake or flood.
3. Complete a science lab/demonstration on Erosion. Discuss when we see fast changes and when we see slow changes to our landforms.

Mathematics Connection:

Social Studies Connection: After reading the passage below, discuss the ways severe weather impacts people, their homes, and their
communities; relate it back to the students’ own experiences.

ELA Connection: StemScopes the passage Human Technology and Ecosystems about failing dams.

Week 3 February 1st (Days 6-7 )

(Virtual field trip with Fernbank MAY happen here. If so, the weekly lessons will shift. )

Science Connection:
1. The class will discuss landslides; they will talk about how wildfires burn vegetation on hillsides, leading to increased
landslides. The students will design something to stop prevent or stop a landslide OR will design something to protect a
house at the bottom of a hill were there to be a landslide.
2. Students will learn about climate change and how it is making wildfires more severe.
3. Students will watch a Bill Nye video where he links the burning of fossil fuels to climate change; the students will
research different types of Clean Energy.

Mathematics Connection:

Social Studies Connection: The class will look at (Wildfire) Firefighting as a career, discussing how it is different from fighting fires in
the city.

ELA Connection:

Week 4 February 8th (Days 8-9 )

Science Connection: Students will learn about Hurricanes.

Mathematics Connection: The students will work math problems on different landforms and on severe weather.

Social Studies Connection: Students will learn about Hurricane Katrina and what the residents of New Orleans went through.

ELA Connection:
1. Students will write about their own experiences with hurricanes or other severe weather.
2. Students will create a public service address encouraging residents to evacuate ahead of a hurricane.
Week 5 February 16th (Days 10-11)

Science Connection: Discuss severe weather (sandstorms, hurricanes, and tornadoes) and create a paper house that will not be
blown away by a paper fan.
***Live Virtual Field trip with National Weather Service on THURSDAY, February 18 th at 1 p.m. ***

Mathematics Connection: The students will use a map of an imaginary beach town --and a budget-- to design ways to protect the town
from hurricanes.

Social Studies Connection:

ELA Connection: Complete the StemScopes document on what landforms the beach has and how storms can change them. Think about how
you can lessen the impact of storms at the beach.

Week 6 February 22nd (Days 11-15 )

Engineering/STEM Culminating Activity:

Monday, Feb. 22: Go over two choices of projects. Students will decide on one. Divide the group into two, depending on
choice. They will fill out ASK and the Imagine in the EDP.

Tuesday, Feb 23: [Virtual field trip with Atlanta firefighter will happen here.]

Thursday, Feb 25th: Students will fill out the Plan part of the EDP and will start on the building of their models.

Friday, Feb. 26 STEM DAY: The students will finish Creating and test their designs. Then the students will create a PP
presentation, which they will present to the planning board, putting forth their designs.

Science Connection: Completion of the EDP and then creating and testing their designs and models.
Mathematics Connection:

Social Studies Connection:

ELA Connection: Planning Board Presentation

Extension Ideas Additional Supports

 Set a budget for the project, assigning a cost to each Sentence starters, word banks…
material, and requiring teams to "buy" materials from
the teacher to create their models.

 Time the challenge: Can the models hold up over time? Reduced or modified assignments

Preparation Phase
Gather all the materials you plan to use and consider how you will use them and what steps might need to be taken.

Testing Phase
Each team will have a chance to test their model. Be sure to watch all the methods and observe the different approaches your classmates
have "engineered." See which procedures worked best -- it may be that certain parts of a procedure worked better than others. Each
system will be scored on the following scale to determine success.

*Hurricane-Proof House

The house was not The house could not The house was not The house held up to The house held up to
completed. stand on its own. blown away, but it gave the wind and “rain” for the wind and “rain” for
way under the “rain”, 1 minute. over 5 minutes.
OR it held up to the
“rain” but was blown
 away.
0 1 2 3 4

*Hillside Retaining Wall

The retaining wall was The flood of water The flood rushed around The retaining wall held The retaining wall held
not completed. pushed the wall down the sides of the retaining for 1 minute. for over 5 minutes.
the hill. wall.
0 1 2 3 4
Evaluation Phase
Evaluate your team's results, complete the evaluation worksheet, and present your findings to the class/”planning board” (see below.)

Group PowerPoint Presentation:

Students will create a PP presentation to the planning board, putting forth their designs.

Vocabulary See above.

Resources/Websites See above.
Assessment Engineering Task: Teachers will assess student performance as a project grade using a rubric. The
student performance will be determined by how effectively the students worked in a group
(participation) and the outcome of their final design. In addition, teachers will assess science labs and
activities, and math and ELA assignments along the way.

Design Challenge
Background
Human-made global warming creates conditions that increase the chance of extreme weather. In some ocean basins, the intensification of
hurricanes over time has been linked to rising ocean temperatures. In addition, wildfires in the western United States are getting worse.
While fire is a natural and essential part of these ecosystems, warming temperatures and drying soils—both tied to human-caused climate
change—have resulted in a longer fire season, boosting increases in wildfire risk. The deforestation of hillsides increases the risk of
landslides.

Challenge
You and your team will design and build either a hurricane-proof house or a hillside retaining wall.
Constraints
Neither the house nor the retaining wall can be taped to the table.

Materials
Everyday household recycled materials.
Tape

Tools
- Your Hands - rulers - Scissors -- –fan --watering can or other water dispensing container