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S5E1 Students will identify surface features of the Earth caused by constructive and destructive
processes. a. Identify surface features caused by constructive processes. o Depositions (sand dunes, deltas, etc) o Earthquakes o Volcanoes o Faults
 Remember to highlight landforms in Georgia when teaching this standard.
 Identify how deposition is a constructive process.
 Identify how earthquakes are constructive.
 Identify how volcanoes are constructive.
 Identify the effect of faults.
 Identify surface features caused by constructive forces (processes).
 Relate how earth’s surface features are constantly changing.
 Understand that processes that shape the earth can be constructive, destructive, or a combination of both.
 Identify causes of volcanoes and earthquakes.
 Identify which surface features in Georgia were caused by constructive forces and how they were caused by constructive forces: o Tallulah Falls o Appalachian Mountains o Pine Mountain o Stone Mountain o Amicalola Falls o Sawnee Mountain o Brasstown Ball o Yonah Mountain o Brevard Fault Zone o Lookout Mountain o Blue Ridge Mountains o Cumberland Plateau o Sand Mountain o Providence Canyon o Okefenokee Swamp o Georgia Barrier Islands o Georgia Rivers (Chattahoochee, etc.)
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press http://www.corwinpress.com
Troup County Schools 2015 -2016
Teacher Checklist Science
2 nd Quarter
1

S5E1 Students will identify surface features of the Earth caused by constructive and destructive
processes. b. Identify and find examples of surface features caused by destructive processes. o Erosion (waters-rivers and oceans, wind) o Weathering o Impact of Organisms o Earthquake o Volcano
 Remember to highlight landforms in Georgia when teaching this standard.
 Identify the effects of erosion.
 Identify the effects of weathering.
 Explain the difference between erosion and weathering.
 Compare and contrast weathering, erosion, and deposition.
 Distinguish factors of surface features that will increase the rate of weathering and erosion.
 Identify how earthquakes are destructive.
 Identify how volcanoes are destructive.
 Identify surface features caused by destructive forces (processes).
 Identify which surface features in Georgia were caused by destructive forces, and which were caused by both constructive and destructive forces, and how they were caused by these forces: o Tallulah Falls o Appalachian Mountains o Pine Mountain o Stone Mountain o Amicalola Falls o Sawnee Mountain o Brasstown Ball o Yonah Mountain o Brevard Fault Zone o Lookout Mountain o Blue Ridge Mountains o Cumberland Plateau o Sand Mountain o Providence Canyon o Okefenokee Swamp o Georgia Barrier Islands o Georgia Rivers (Chattahoochee, etc.)
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press http://www.corwinpress.com
Troup County Schools 2015 -2016
Teacher Checklist Science
2 nd Quarter
2

S5E1 Students will identify surface features of the Earth caused by constructive and destructive
processes. c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to o Seismological studies o Flood control (dams, levees, storm drain management, etc.) o Beach reclamation (Georgia coastal islands)
 Explain how seismological studies are used to control constructive and destructive forces.
 Explain how flood control (dams, levees, storm drains, etc.) are used to control constructive and destructive forces.
 Explain how beach reclamation is helping to control constructive and destructive forces along Georgia’s coastal islands.
 Explain how organisms impact earth’s surface.
 Explain how human interaction with the earth can affect its surface features.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press http://www.corwinpress.com
Troup County Schools 2015 -2016
Teacher Checklist Science
2 nd Quarter
3

MISCONCEPTIONS:
1. Scientists can predict volcanic eruptions
PROPER CONCEPTIONS:
1. Scientists can use specialized equipment and sometimes earthquakes.
2. Changes to earth’s surface only happen quickly.
3. Weathering and erosion are the same thing.
4. Rocks are here to stay!
5. Humans can control earth’s constructive and destructive forces.
6. Earth’s forces can only destroy.
7. According to standard S5E1, tornadoes, hurricanes, and blizzards, among others, are powerful forces that shape the earth.
8. Georgia has always looked the way it looks now.
9. Georgia does not have a lot of geographic diversity.
10. Humans have no control over constructive or destructive processes. and technology to learn more about when volcanoes and earthquakes might occur, but scientists cannot make consistent and accurate predictions yet.
2. Changes to the earth’s surface can happen fast or slow.
3. Weathering and erosion are both processes that change the earth’s surface, but weathering involves breaking down rock into sediment while erosion is more related to wearing down earth’s surface by carrying sediment away.
4. Rocks, concrete, metal, etc. are all subject to weathering, earth’s destructive forces, and the rock cycle.
5. 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.
6. Earth’s forces can be constructive, destructive, or a combination of both.
7. True to some extent, but standard S5E1’s focus should be on constructive and destructive processes of the Earth and as related to earth’s geology rather than on atmospheric processes.
8. It has taken millions of years for Georgia’s landforms to become what they look like today.
9. Georgia has a multitude of differing landforms from beaches to mountains.
10. Through the use of technology, humans can control flooding and reclaim beaches, but these are only temporary fixes that will eventually succumb to the forces of nature.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press http://www.corwinpress.com
Troup County Schools 2015 -2016
Teacher Checklist Science
2 nd Quarter
4