K5 Science Endorsement GPS Lesson Plan

Title Deposition
Teacher(s) Kelly Barrere
E-mail Kelly.barrere@bartow.k12.ga.us
School Euharlee Elementary
Lesson Title A different type of deposit

Grade Level 5th grade Concepts(s) Deposition and formations due to

Targeted constructive process
Performance Expectation –
The students will be able to construct and argument based on observations and supported
by scientific evidence to identify surface features as being caused by constructive and/or
destructive processes.

Science & Engineering Disciplinary Core Ideas Crosscutting Concept

Practice (Content)
1. Asking questions S5E1The student will obtain, Compare and contrast
2. Construct an Evaluate and communicate
argument information to identify Cause and effect
surface features on the Earth
3. Developing and caused by constructive Reading fluency and
using models and/or destructive comprehension
processes.

Georgia Performance Standards - 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 (deltas, sand dunes) as being caused by constructive
processes. b. Develop simple interactive models to collect data that illustrate how
changes in surface features are/were caused by constructive and/or destructive
processes.

ELA GSE5RI10 Read and comprehend informational texts, including history, Social
Studies, Science at the high end of grade 5 text complexity band independently
and proficiently.
Safety Considerations –

Students must wear safety glasses

*Review how weathering and erosion by way of gravity, force, root wedging, ice wedging,
animal burrowing, water freezing and melting, rivers and streams shape the earth’s surface.
*Give students sprinkles and straw and ask them how they might create a model of how a
sand dune might be formed. Have them claim what force (constructive OR destructive is
happening), give evidence, and reasoning for what they find. Have each group explain what
is happening in model using “science” words.
*Discoveryeducation tech book Formation of Landforms Explore page (sand dune video).
Pose question: what force is taking place here. (Constructive AND destructive)!

*The students will partner read article “When water moves sediment” or “sediments in the
wind” with fluency partners (based on Lexile Level).

*The students will perform a relay – two teams, time each team. They will “weather”
(crumple paper), erode (walk down “river” holding sediment in spoon), and deposit (drop
sediment into bigger body of water at mouth of river) – forming a delta . The students must
say “weathering” as they crumple their paper, say “erosion” as they move down the river,
and “deposition” as they drop their sediment at the mouth of the river near the bigger body
of water.
*Show students photos of Mississippi Delta on smartboard (Google images)

Assess:
**Students will fill out data sheet #1-10 and then do C-E-R at bottom or on back:
1. Claim what happened: Constructive process or destructive process?
2. Give Evidence to support claim (what happened when you blew on mound of
“sand”? Did it create anything else?
3. Reasoning : Explain why happened using “Science” words (weathering, erosion,
deposition, sediment, constructive process, destructive process, etc).

**Comprehension questions for “When water moves sediment”/”sediments in

the wind”.

*Discovereducation.com techbook: Do assessment under the “What Are Deltas,How are

they Formed?” and submit. THERE ARE TWO CHOICES THAT ARE CORRECT (IN case
students ask). (Fomative)
*The students identify “constructive” or “destructive” processes by writing word on white
board and holding up when teacher shows a picture or describes a landform. (Formative)

Documentation of Resources – sprinkles, drinking straws, wax paper or tray,

Discoveryeducation tech book, “When water moves sediment” and “sediments in
the wind” articles from NEWSELA