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K5 Science Endorsement GPS Lesson Plan

Title Lesson 2
Teacher(s) Kristen Muller
E-mail Kristen.muller@cobbk12.org
School Shallowford Falls Elementary
Lesson Title Faulty Foods Lab
Grade Level 5 Concepts(s) Constructive and destructive forces
Targeted
Science & Engineering Disciplinary Core Ideas Crosscutting Concept
Practice (Content)
Developing and Using Models Result of various forces Cause and Effect
acting on the Earths
Develop a model using an surface cause change Cause and effect relationships
analogy, example, or abstract Surface of Earth always are routinely identified, tested,
representation to describe a in motion and used to explain change.
scientific principle or design Crust layers divided into
solution. plates that move on top System and System Models
of mantle
Planning and Carrying Out Constructive processes A system is a group of related
Investigations create unique surface parts that make up a whole and
features can carry out functions its
Make observations and/or individual parts cannot.
measurements to produce data Destructive processes
to serve as the basis for evidence create unique surface
for an explanation of a features
phenomenon or test a design
solution.
Georgia Performance Standards

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth
caused by constructive &/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 &/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 &/or destructive processes.
Safety Considerations

Review use of utensils and keeping track of materials


Check for food allergies and have alternatives

Have clean up supplies ready


The Learning Plan:

ENGAGE: Ask students if they have ever worked a puzzle. Have them think about a puzzle and
think about its attributes. Have them turn to a partner and share their thoughts. Show the
students the following video introducing them to plate tectonics:
https://www.youtube.com/watch?v=kwfNGatxUJI. After the video clip is over have the students
discuss with their partners the way in which the earth and puzzles are the same.

Give students a copy of the Faulty Foods Lab Sheet.

EXPLORE: Spread a thin layer of frosting over wax paper or foil representing earths magma.

Experiment 1: Graham crackers sliding side by side on wax paper. Put two graham cracker
pieces, representing earths crustal plates, pieces side by side in contact. The lines in the graham
crackers represent fault lines on the earths crust. Slide one piece away from you, and the other
piece toward. This shows how plates can get stuck to each other, but then suddenly move in
short bursts. This would be similar to how an earthquake would be created. Have students
perform the activity and record their results. They may notice broken pieces of graham cracker
near the edges of the plates- encourage students to pay attention to such small details.

Experiment 2: Graham crackers sliding underneath each other. While pushing two graham
crackers together, make one cracker slide underneath the other. The graham cracker (earths
crust) underneath would melt under extreme heat and pressure. This extra molten material
will eventually build up over many years and then be forced out of an opening or crack between
earths plates forming a volcano! Have students perform the activity and record their results.

Experiment 3: Graham crackers close together on wax paper (briefly wet or soak one graham
cracker edge in milk first). Place the two graham crackers close together and push them
together slowly. Observe some of the graham cracker crumbling together with some parts of
the cracker rising up. This is similar to how mountain ranges and hills are formed over millions
of years. Have students perform the activity and record their results.

Experiment 4: Place the graham crackers side by side. Push down gently on the graham crackers
as you push them apart. As the graham crackers (earths crust) are slowly moving apart the
magma seeps up to fill in and hardens to create new crust. This creates low mountain ranges
called ridges. The Mid Atlantic Ridge is an excellent example of this process. Have students
perform the activity and record their results.

EXPLAIN: After the lab, have students construct an argument in their science notebook whether
earthquakes are constructive or a destructive force OR both. Students may use evidence from
their lab to explain their reasoning. Once completed, have students volunteer to share their
arguments and have audience take turns asking questions and challenging the claims.

EXTEND: Students will work independently or with a partner to investigate each type of fault
boundary in order to recognize the different types of surface features created by different
boundaries. Students will diagram and label their observations throughout the investigation
and then make a scientific claim regarding earthquakes.

EVALUATE: After each experiment, have the students record a diagram with labels and a written
explanations of the process
Title of the Lesson: Faulty Foods Lab
Lesson Logistics/Materials:
Management Considerations- Co teacher, DHH microphone, pre assign groups
Materials- Constructive/destructive charts for notes, all other materials are located in storage
room of STEM lab
Groups- Hands On activities- small groups, Notes- whole groups, discussions- small group
Opening/Hook/Initial Focus: see Engage above- connect to recent hurricane- Hurricane Harvey

Work Session: See Explore, Explain, Extend

Closing: see Evaluate- discuss lab whole group- what did students see, experience, differences-
anything unexpected or surprising?
Documentation of Resources
Cobbteachingandlearning.com