May 30, 2013
GRADE 5
ELA CCGPS UNIT PLANNER: 2nd 9 WEEKS
PRIMARY READING FOCUS: Informational
SECONDARY READING FOCUS: Literary
THEME: Ways that change occurs: What opportunities and chaos can be catalysts for change?
Teacher Tips:
1. Due to the vast amount of information and the spread of time, it would be wise to have the students create a timeline (and/or keep a large one visible)
to post events as they occur in the anchor text, short texts, and in history. (perhaps 1880s-1940)
1880
1940
2. From time to time, take it down and put up a large blank timeline. Give students index cards with pictures or names of people or events in history and
have them come up and place their cards where they belong.
ANCHOR/EXTENDED TEXT: PRIMARY TEXT (informational)
Please note: The anchor text has been changed to correlate with the theme and science standards of this unit. This selection
may be available in schools already as part of the Harcourt Science series. We have not deleted the previous anchors and
supplemental texts since many teachers may wish to continue using these. This anchor text will be used with the constructive
and destructive forces tasks and may be integrated with existing instructional activities as teachers choose.
Volcanoes by Seymour Simon or
Volcano by Patricia Lauber (HM Science) (830 Lexile)
Grade level Equivalent: 4.7
Lexile Measure®: 880L
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Dr. John D. Barge, State School Superintendent
February 2012  Page 1
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Previously used as anchor for this unit:
Cowboys and Longhorns by Jerry Stanley- Reading Level 6.6 and Lexile 1060.0
Children of the Dust Bowl by Jerry Stanley-Reading Level Reading Level 6.5 and Lexile 1120.0
SECONDARY TEXT (literary)—optional—For focus on the literary standards for this unit
The Truth About Sparrows by Marian Hale Reading Level 5.0 260 pages Lexile 820
--OR-How to Get Rich on a Texas Cattle Drive by Tod Olson (historical fiction)—read aloud (this year) Reading Level 6.1 47 page Lexile 1100
THEMATICALLY CONNECTED SHORT TEXTS (mixture of literary and informational):
SS5H3. Turn of the Century (Harcourt series) What Shall Workers Do? by Toby Ng, on-grade level
Angel Island: and the Land of Promise by Julia Jones, challenge level
Cowboys on the Western Trail by Eric Oatman 40 pages L700
On the Long Drive by Holly Melton 20 pages L800
Justin and the Best Biscuits in the World by Mildred Walter L620
SS5H4. WWI  Where Poppies Grow by Linda Granfield, 48 pages, grade 5+
SS5H5. Great DepressionKids During the Great Depression by Lisa Wroble, 24 pages/ L730
Dust to Eat by Michael Cooper, 96 pages/L1120
Children of the Dust Bowl by Jerry Stanley, 96 pages/L1130
We Want Jobs!: A Story of the Great Depression by Robert Norrell 48 pages
SUPPLEMENTARY MATERIAL:
Esperenza Rising by Pam Ryan, 208 pages/ L750
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Dr. John D. Barge, State School Superintendent
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Movie, War Horse by Steven Speilburg http://www.youtube.com/watch?v=xRf3SfeMRD4 (this is a trailer—not sure of rating)
Bud, Not Buddy by Christopher Curtis, 243 pages/L950
Macaroni Boy by Katherine Ayres, 192 pages/L700
Clip, The Orphan Train http://www.youtube.com/watch?v=IsRALN8P2WM
RELATED STANDARDS:
Social Studies
SS5H3 The student will describe how life changed in America at the turn of the century.
a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.
b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).
c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal.
d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.
e. Describe the impact of westward expansion on Native Americans; include the Battle of the Little Bighorn and the relocation of Native Americans to reservations.
SS5G1 The student will locate important places in the United States.
a. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and Mojave Desert.
b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL
SS5CG2 The student will explain the process by which amendments to the U.S. Constitution are made.
a. Explain the amendment process outlined in the Constitution.
SS5CG3 The student will explain how amendments to the U. S. Constitution have maintained a representative democracy.
b. Explain how voting rights were protected by the 15th, 19th, 23rd, 24th, and 26th amendments.
SS5H4 The student will describe U.S. involvement in World War I and post-World War I America.
a. Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns
over safety of U.S. ships, U.S. contributions to the war, and the impact of the Treaty of Versailles in 1919.
b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the
automobile (Henry Ford), and the airplane (Charles Lindbergh).
SS5CG2 The student will explain the process by which amendments to the U.S. Constitution are made.
b. Describe the purpose for the amendment process.
SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.
a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.
b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority.
c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.
SS5E2 The student will describe the functions of four major sectors in the U. S. economy.
b. Describe the private business function in producing goods and services.
c. Describe the government function in taxation and providing certain goods and services.
SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical
events.
a. Describe opportunity costs and their relationship to decision-making across time (such as decisions to ration goods during WWII).
b. Explain how price incentives affect people’s behavior and choices (such as decisions to participate in cattle trails because of increased beef prices).
Science
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
a. Identify surface features caused by constructive processes.
• Deposition (Deltas, sand dunes, etc.)
• Earthquakes
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Dr. John D. Barge, State School Superintendent
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• Volcanoes
• Faults
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans, wind)
• Weathering
• Impact of organisms
• Earthquake
• Volcano
c. Relate the role of technology and human intervention in the control of constructive and destructive processes.
Examples include, but are not limited to
• Seismological studies,
• Flood control, (dams, levees, storm drain management, etc.)
• Beach reclamation (Georgia coastal islands)
S5P2. Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
WRITING FOCUS: Informative/Explanatory
These writing prompts will serve as the assessments for this unit.
Culminating Assessment Prompt 1: Choose one historical event of significance from the turn of the century up to the Great Depression (1870-1941) that
we have discussed or read about. Discuss it and explain how it was a catalyst for change? (Students can head in any direction but maybe they will make the
connection to opportunity costs, price incentives, etc.)
*Be sure students understand what a catalyst is.
Culminating Assessment Prompt 2: Think about the landforms and surface features you have learned about this year. Some were caused by constructive
processes and/or destructive processes. Choose one type of landform to research and explain how constructive and/or destructive processes have affected it.
Be sure to include details and examples of processes such as erosion, deposition, weathering, etc.
Culminating Assessment Prompt 3: The leader of our country, President of the United States, has always been a catalyst for change. Imagine you are
filling the shoes of one of our presidents: Theodore Roosevelt, Herbert Hoover, Franklin D. Roosevelt, or Woodrow Wilson. Choose one example during your
term(s) in office in which you show how you as President acted in a way to promote positive or negative change. Could you have made a better choice or done
things differently to have had a more positive outcome? Elaborate and use resources to help gather specific information.
Teacher note: Here is an example
FDR: He enacted the federal programs to stimulate the economy (TVA, CCC, and the New Deal).
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This prompt is an attempt to have students demonstrate their knowledge of the economic standards included in this unit.
ADDITIONAL WRITING OPTIONS:
Narratives:
1. Write a narrative of a day in the life of one of the cowboys from the book, Cowboys and Longhorns.
2. Physical changes and chemical changes occur with substances. These changes can happen in the kitchen when you make a meal. Write about a meal with
three items prepared for someone to eat. Explain whether the food prepared has gone through a chemical change or physical change. Cite your clues and
evidence for the change.
Research Connections:
1. Suppose you find a mysterious substance that you’ve never seen before. You’re not sure whether it’s a solid, liquid, or gas. Use the Internet and your
school library to support your inference. Make an argument to explain why you believe what you believe or found to be true. Use sensory details to
describe your conclusion.
Routine Writing Opportunities:
1. Labeled diagrams: Science and Social Studies
2. Response/reflection journals/diaries
3. Science experiment notes
4. Creating “frames” for thinking maps – responding to critical-thinking questions using the information from the map.
More specific:
1. How is erosion and deposition different? What causes them?
2. Which events had a great impact on the beginning of the Great Depression?
3. Describe the purpose of the Cattle Trails and what life was like for those that worked on them.
LANGUAGE, FOUNDATIONS, SPEAKING AND LISTENING FOCUSES:
(List the standards taught in this nine weeks; elaborate in task planner below)
ELACC5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
ELACC5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
ELACC5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
ELACC5W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
ELACC5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
ELACC5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a
list of sources.
ELACC5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELACC5W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELACC5L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
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a. – c. Ongoing
d. Recognize and correct inappropriate shifts in verb tense and aspect.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
ELACC5L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
ELACC5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
ELACC5L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,
photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and
determine or clarify the precise meaning of key words and phrases.
ELACC5L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
ELACC5L6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal contrast, addition, and other logical relationships.
ELACC5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly
ELACC5SL2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELACC5SL3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
ELACC5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
ELACC5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of
main ideas or themes.
ELACC5SL6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language Standards 1 and 3 for specific expectations.)
CULMINATING ASSESSMENT #1: CONNECTING READING TO WRITING AT GRADE-APPROPRIATE LEVEL
PROMPT: Choose one historical event of significance from the turn of the century up to the Great Depression (1870-1941) that we have discussed or read about.
How was the event a catalyst for change?
SKILL BUILDING TASKS (APPROXIMATELY 4 WEEKS)
Note: tasks may take more than a single day.
Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must
be incorporated so that all standards are adequately addressed throughout the year.
ESSENTIAL QUESTION: How can you describe locations of important places in the United States?
Task: Locating Places on a Map *Note: locating places is key to understanding the development of the railroad, technology and inventions at
the turn of the century, etc.. This will help them in formulating the “whole process” of assessment #1.
Standards:
SS5G1 The student will locate important places in the United States.
a. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and Mojave Desert.
b. Locate important man-made places; include the Chisholm Trail; Kitty Hawk, NC; and Pearl Harbor, HI
Instruction:
1. Optional: Review the physical features and man-made places required in this task.
2. Hand out the following blank map of the US to each student as well as having it displayed on the Smart board.
http://www.eduplace.com/ss/socsci/books/content/maps/C_us_1900.pdf OR see map provided in Unit 2 Resources.
3. Using colored pencils or markers, students are to locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and Mojave
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Desert. Also, they are to locate important man-made places; include the Chisholm Trail; Kitty Hawk, NC; and Pearl Harbor, HI;
ESSENTIAL QUESTION: What was life like as a cowboy during the late 1800s?
Task: Journal Entries
Standards:
SS5H3 The student will describe how life changed in America at the turn of the century.
a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.
Instruction:
1. Use anchor text to incorporate life as a cowboy. Students create “jot lists” of characteristics of cowboys, the struggles, successes, trail life, etc...as it’s read.
2. Use Texas Ranch House mini-lesson http://www.thc.state.tx.us/publications/brochures/chshlm_trl.pdf
3. (Lesson 1); students gain understanding of cattle drives, cattle markets, cattle, and cowboys). Use jigsaw technique for this activity.
4. Complete 3 narrative journal entries: life on the trail (to include any dangers), favorite cattle drive trip, and how the Transcontinental Railroad impacted
industry, commerce, and jobs.
5. Cowboys & Longhorns:
The following may be activities and/or projects to help the students connect better with the previous anchor text.
*How to make a sling-(video) http://www.youtube.com/watch?v=9pMy8n6HD-8
(text) http://www.health.harvard.edu/fhg/firstaid/sling.shtml
*Red River (1948) Movie Trailer- http://www.youtube.com/watch?v=J_pvgtMm0mg
This film is referenced in the anchor text and screen stills are shown to illustrate the cattle drive. Note: This is the only full trailer online; it is in English,
but has French subtitles attached.
ESSENTIAL QUESTION: In what ways, did the inventors of the turn of the century impact American life?
Task: Short Research Project
Standards: SS5H3 The student will 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).
W7,8,10:
Instruction:
1. With the use of the Internet, students will create a movie poster (or other visual representation or power point) which will include picture of person, traits
(physical, gender, class, occupation, personality characteristics, and significant contributions). A creative title is included. They will then write about how the
inventor/invention impacted American life (economically, socially, etc…)
2. Social Studies (Key Figures) – The following are additional links which may be used to provide additional background information and activities.
*George Washington Carver: Background information and activities
http://www.brainpopjr.com/socialstudies/biographies/georgewashingtoncarver/grownups.weml
* Rags to Riches quiz
http://www.quia.com/rr/151188.html
*Video
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http://www.youtube.com/watch?v=ggUl20GR7Fw
*Softschools Quiz
http://www.softschools.com/quizzes/biographies/george_washington_carver/quiz3897.html
ESSENTIAL QUESTION: How can events from the past be similar and/or different to today?
Task: Headline newspaper article
Standards: SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.
a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.
Instruction:
1. Activator: http://www.nytimes.com/library/financial/index-1929-crash.html (actual newspaper article) *various articles (compares 1929 to 1990s too)
2. Read additional articles from site to compare and contrast 1929s to present day (economy, outlook, government role, etc..)
3. Create Venn Diagram
4. Students then write a front page news article comparing the Stock Market Crash of 1929 to our current situation. Include specific examples to cite
understanding of each time era. (EMPHASIS on 1920s) *previewing what’s to come in the fourth nine weeks
ESSENTIAL QUESTION: How can I incorporate events and historical figures from the turn of the century into a travel guide?
Task: Time Traveler Pamphlet
Standards: SS5H3 The student will describe how life changed in America at the turn of the century.
a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.
b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas
Edison (electricity).
c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama
Canal.
d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.
e. Describe the impact of westward expansion on Native Americans; include the Battle of the Little Bighorn and the relocation of Native Americans to reservations.
SS5H4 The student will describe U.S. involvement in World War I and post-World War I America.
a. Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the
sinking of the Lusitania and concerns over safety of U.S. ships, U.S. contributions to the war, and the impact of the Treaty of Versailles in 1919.
b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston
Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).
SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.
a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.
b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the
Tennessee Valley Authority.
c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.
.
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Instruction: You are a group of inventors, and you have just created a time machine. Your group has just opened a travel company to take people back in time.
One of your featured destinations will be the turn of the century. In order to persuade people to take a trip with your company, you will create a brochure
advertising this time in history.
Task
In your brochure you will want to include the following information:
GROUP EFFORT)
Each person will research a different portion of this information to include in your group’s brochure.
Process
1. The group will divide the information to research. During your research, use the research guide to help you ( Research Guide attached).
Researcher 1: (2 or more researchers needed) Your task is to research information about key people from the turn of the century. Be sure to think about possible
questions your travelers might have about the people. Why is this person famous? Why is this person important to the time period? What impact did this person
have on American life?
The Black Cowboys of Texas
The Wright brothers
George Washington Carver
Alexander Graham Bell
Thomas Edison
William McKinley
Theodore Roosevelt
Louis Armstrong
Langston Hughes
Henry Ford
Wright Brothers
Charles Lindbergh
Herbert Hoover
Researcher 2: (1 researcher needed) Your task is to research important events from the turn of the century. Be sure to think about possible questions your
travelers might have about the events: Why is this event important to Americans? Why did this event occur? What occurred?
The Great Western Cattle Trail Drives
Spanish-American War
Immigration
Dust Bowl
Lusitania sinking
Harlem Renaissance
Relocation of Native Americans
Soup Kitchens
Stock Market Crash of 1929
Researcher 3: (1 researcher needed) Your task is to research important places to visit from the turn of the century. Be sure to think about possible questions your
travelers might have about the places: Where is this place? (Consider using a map to answer this question.) Why is this place important to history? Why would I
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want to visit this place?
The Chisholm Trail
Kitty Hawk, North Carolina
Panama Canal
2. Use the links provided by your teacher and resources from the media center to find information about your key people, events, or places. Be sure to record your
research on your Research Guide page.
3. After Researcher 1,2, and 3 complete their tasks, students compile information to include how these people/events/ places were catalysts for change
4. Once you have collected your information, you are ready to write a rough draft for your brochure. Each section should be written separately to be placed in the
brochure.
5. After you have carefully checked your rough draft for correct spelling, punctuation, capitalization, and grammar, you are ready to complete your final copy and
create your brochure. You may use the brochure template attached or use a computer program. Be sure to include a bibliography of the resources you used on the
back of your brochure. You should also include color and graphics to enhance your brochure. This may include hand-drawn illustrations, maps, clip art, and/or
photographs.
ASSESSMENT #2: CONNECTING READING TO WRITING AT GRADE-APPROPRIATE LEVEL
PROMPT: Think about the landforms and surface features you have learned about this year. Some were caused by constructive processes and/or destructive
processes. Choose one type of landform to research and explain how constructive and/or destructive processes have affected it. Be sure to include details and
examples of processes such as erosion, deposition, weathering, etc.
SKILL BUILDING TASKS (APPROXIMATELY 4 WEEKS)
Note: tasks may take more than a single day.
Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must
be incorporated so that all standards are adequately addressed throughout the year.
ESSENTIAL QUESTION: How do constructive and destructive processes affect Georgia’s landforms?
Task: Web quest: Georgia Landforms
Standards:
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
a. Identify surface features caused by constructive processes.
• Deposition (Deltas, sand dunes, etc.)
• Earthquakes
• Volcanoes
• Faults
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans, wind)
• Weathering
• Impact of organisms
• Earthquake
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Dr. John D. Barge, State School Superintendent
February 2012  Page 10
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• Volcano
c. Relate the role of technology and human intervention in the control of constructive and destructive processes.
Examples include, but are not limited to
• Seismological studies,
• Flood control, (dams, levees, storm drain management, etc.)
• Beach reclamation (Georgia coastal islands)
Instruction:
1. Use website http://zunal.com/tasks.php?w=37931 (constructive and destructive processes that are in Georgia)
2. Vocabulary cards to review key words and definitions: http://quizlet.com/3702455/constructive-destructive-forces-flash-cards/
ESSENTIAL QUESTION: How do constructive and destructive processes affect the surface features of Earth?
Task: BUILDING AMUSEMENT PARK—Landforms
Standards:
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
a. Identify surface features caused by constructive processes.
• Deposition (Deltas, sand dunes, etc.)
• Earthquakes
• Volcanoes
• Faults
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans, wind)
• Weathering
• Impact of organisms
• Earthquake
• Volcano
c. Relate the role of technology and human intervention in the control of constructive and destructive processes.
Examples include, but are not limited to
• Seismological studies,
• Flood control, (dams, levees, storm drain management, etc.)
• Beach reclamation (Georgia coastal islands)
Instruction:
Overview--Students will create an amusement park with the theme of “landforms”.
1. Activator: View an amusement park map (even online).
2. Lead to students to think of rides, shows, and restaurants found in an amusement park.
3. They will create a map incorporating rides, shows, restaurants, etc. using Earth Science concepts:
 They get to be creative—For example, one might create a roller coaster based on a volcano and include a description of the attraction describing how it
is like a cinder cone volcano and one has to travel down the mountain and through the magma and ash.
 They can create a key and pathways to walk around the park, etc.
 It can be 3-d, on a poster, etc.

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Dr. John D. Barge, State School Superintendent
February 2012  Page 11
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Landform Amusement Park Rubric
_______________________________
Category 5
4
Each
landform
is
labeled
Every landform identified
Labels
distinctly
has a label. It is clear which
label goes with which
structure.
3
2
1
Almost all items that need to be
identified have labels. It is clear
which label goes with which items.
Most items that need to be
identified have labeled.
It is not clear which label
goes with which item.
84%-75% of the assigned
structures are drawn and/or
labeled accurately.
74% of the landforms are not
accurately drawn and are
unrecognizable.
Information The landforms are drawn 95% or more of the assigned 94-85% of the assigned structures
are drawn accurately and are
accuracy accurately in shape and structures are drawn
Spelling
Directory
Color
absolutely recognizable.
accurately and are
recognizable.
recognizable.
Landforms, items on the
map, and all words are
spelled correctly in the
title, labels and
description.
The map contains a clear
directory with brief
description about the
ride or event.
Most words are spelled
correctly in the title, labels
and description.
All common words are spelled
correctly in the title, labels and
description. 1-2 scientific words
may be misspelled.
80% of the words are spelled Fewer than 80% of the words are
correctly in the title, labels, spelled correctly in the title, labels,
and description.
and description.
There is a directory with
lists of rides and events.
There is a place for the directory on
final product but there are unclear
descriptions about the rides.
The directory is very small The directory is very
in content and difficult to
difficult
understand in using with the to understand and many are
map.
not on the final product.
The map is colored in
great detail.
The map is colored in good
detail with neatness.
The map is colored nice with some
neatness.
The map is partially colored. The map is not colored.
Final product is in pencil.
The map reflects most items
learned.
The map reflects some items
learned.
The map reflects minimal items
The
were
map reflects that less than
learned.
minimal items were learned.
Knowledge The map reflects all
items learned.
Gained
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 12
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Additional Resource
Information Research- Landforms Writing
My Landform is:____________________________________________
Fact #1
Source for fact #1
Fact #2
Source for fact #2
Fact #3
Source for fact #3
Is my landform made from Constructive Forces?
Circle one: Yes
No
How do you know?_____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Remember: Constructive Forces are forces that build the earth. For example, Ocean Waves are Constructive because
they move and drop off sand to build a beach
Is my landform made from Destructive Forces?
Circle one: Yes
No
How do you know? _____________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Remember: Destructive Forces are forces that destroy the earth. For Example, Ocean Waves are Destructive because they
crash on a beach or cliff and wear them down.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 13
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ESSENTIAL QUESTION: How did constructive and destructive processes affect people’s lives during the Dust Bowl?
Task: Losing Ground—Science-Social Studies Combo!
Standards:
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.
• Erosion (water—rivers and oceans, wind)
• Weathering
• Impact of organisms
SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.
a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.
Instruction:
See link below. It has a great plan!
http://forces.si.edu/main/pdf/2-5-LosingGround.pdf
Additional Earth Science activities and resources :
*Game: Landform Detective (National Geographic- The Jason Project)
Learn about the processes that literally shape our world! You will travel the globe and solve the puzzle of how features of our earth formed, and how long it took to happen
Note: You must log into Brainpop to access this activity.
*Earthquakes
http://www.sciencekids.co.nz/lessonplans/earth/earthquake.html
*Earth Word Search
http://www.sciencekids.co.nz/quizzes/wordsearch/earth.html
*Erosion: Dig This! Erosion Investigation- 5 day lesson plan
http://www.cas.miamioh.edu/scienceforohio/Erosion/L.html
*Weather and Erosion: Study Jams video
http://www.youtube.com/watch?v=lyysL02ZvQ8
*Modeling a Volcano- Gelatin Mold
Create a 3-D model of a volcano with gelatin and colored water. This lesson meets the following content standards of the National Science Education Standards : Science as
Inquiry and Earth and Space Science.
http://static.ehe.osu.edu/sites/beyond/penguins/downloads/misc/modeling-volcanoes.pdf
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 14
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Please add this to the possible activities with the Simon book.
Lava Layering
http://www.spacegrant.hawaii.edu/class_acts/LavaLayTe.html
*Earthquakes/Faults: Bigger Faults Make Bigger Earthquakes
Students simulate faults of different sizes and learn that bigger faults produce bigger earthquakes. This lesson meets the following content standards of the National Scienc
Education Standards: Science as Inquiry and Earth and Space Science.
ESSENTIAL QUESTION: How do locations influence people’s organization of life?
Task: Certain places dictate people’s organization of life. Choose a geographic location (Grand Canyon, Great Salt Lake, Mojave Desert, Salton
Sea) that shows constructive or destructive processes and research how the location shapes the people’s lives through history and up to the
present (work, travel, safety, and tourism aspects).
 For example, the Grand Canyon eliminates travel through the center of the state but it also attracts tourism and gives locals job
opportunities.
Standards:
SS5G1 The student will locate important places in the United States.
a. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and Mojave Desert.
SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price
incentives to illustrate historical events.
c. Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th
century).
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
Instruction: http://www.bcps.org/offices/lis/models/Forces/index.htm (this site offers suggestions and a rough framework).
1. Student will decide a location.
2. Student will do research.
3. Student will create a display or some hands-on representation to reflect his/her understanding and findings.
4. Student will write a one page write up as one of their short research projects.
*Note: Using Google Earth (via Teacher Applications) to locate these places with increase technology use and geographic fluency.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 15
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(GRADE FIVE ONLY ) ASSESSMENT #3: CONNECTING READING TO WRITING AT GRADE-APPROPRIATE LEVEL
PROMPT: You have learned the difference between a physical change and a chemical change. Explore one investigation from each type of change. Be sure to
include what the catalysts for change were and how the change could have resulted differently had another catalyst been applied. Discuss the evidence and
clues that that shows a change has occurred (see Science Harcourt Text pages 158-159, and 162).
SKILL BUILDING TASKS (APPROXIMATELY 4 WEEKS)
Note: tasks may take more than a single day.
Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards
must be incorporated so that all standards are adequately addressed throughout the year.
ESSENTIAL QUESTION: What are chemical changes in matter?
Task: Wet Wool—chemical changes
Standards:
S5P2. Students will explain the difference between a physical change and a chemical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
Instruction:
(Science textbook experiment on page 156-157)—Wet Wool—Chemical change
ESSENTIAL QUESTION: What causes the changes in states of water?
Task: Observing Physical Changes in the State of Matter
Standards:
S5P2. Students will explain the difference between a physical change and a chemical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.
Instruction:
(Teacher’s Edition Science textbook p. 147—Intervention section)
 Have them write about how they knew the states of water is an example of a physical change.
ESSENTIAL QUESTION: What are the physical changes in matter?
Task: Glitter Globe—physical changes
Standards:
S5P2. Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
Instruction:
 You will need to buy a few things for this but it’s really cool.
http://www.exploratorium.edu/science_explorer/glitter.html
 Have them write about how the materials created something new such as this glitter globe. What observations about physical changes can be made
while playing with the completed globe?
ESSENTIAL QUESTION: How is the nation’s budget similar to the decisions of a household?
Task: Plan a Garage Sale
Standards: SS5E2 The student will describe the functions of four major sectors in the U. S. economy.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 16
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a. Describe the household function in providing resources and consuming goods and services.
d. Describe the government function in taxation and providing certain goods and services.
Instruction:
Change comes from problems faced. During the Great Depression the president faced the issue of having only so much money with many citizens to serve. We know
money comes from jobs. As well, jobs come from supply and demand.
You will think about how a household has a fixed income. A family may look to have a garage sale to make extra money. You will make an inventory of home items that
you would be willing to sell (items will not really be sold). From what is organized make a prioritized list on what to sell and assign their values. Consider the sentimental
and expendable worth of each item. How will you persuade people to visit your garage sale? It costs money to place ads. Will you need to borrow money to start up this
project? Once you have made your earnings, how will you spend or save? Think about needs versus wants. Make a list of items, currently around the home that could be
invested in or replaced.
ESSENTIAL QUESTION: How is the nation’s budget similar to the decisions of a household?
Task: Stockmarket Game
Standards: SS5E2 The student will describe the functions of four major sectors in the U. S. economy.
b. Describe the private business function in producing goods and services.
c. Describe the bank function in providing checking accounts, savings accounts, and loans.
Instruction: See link below (very self explanatory)
http://www.econedlink.org/lessons/index.php?lid=978&type=educator
ESSENTIAL QUESTION: How can I identify the critical economic of role of a U.S. President?
Task: Research a U.S. President
Standards: SS5E2 The student will describe the functions of four major sectors in the U. S. economy.
a. Describe the household function in providing resources and consuming goods and services.
b. Describe the private business function in producing goods and services.
c. Describe the bank function in providing checking accounts, savings accounts, and loans.
d. Describe the government function in taxation and providing certain goods and services.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 17
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Instruction: Students will research a U.S. President. The can choose to create a model, Powerpoint, or Glogster Presentation. Students will
celebrate a day as they come to school dressed as their chosen president. A wax museum walk is an option for presentation.
http://www.americaslibrary.gov/aa/index.php
Addition Video resource: (via Safari Montage) Disney's The American Presidents: The Emergence of Modern America & The Great Depression and WWII
ESSENTIAL QUESTION: How can I compare and contrast problems that occurred in history that resulted in change?
Task: Build a model of a Depression Era living space
Standards: SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange,
productivity, and price incentives to illustrate historical events.
c. Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th
century).
Instruction: Students will create a Venn Diagram for advantages and disadvantage during the Great Depression.
Use the graphic organizer to build a model that shows the opposite sides of life during this time in history. An option is a Hooverville versus
an affluent home.
Unit 2: Culminating Assessment Prompt 1 Rubric--Informational
Choose one historical event of significance from the turn of the century up to the Great Depression (1870-1941) that we have discussed or read about. How was
the event a catalyst for change?
Writing Rubric
LANGUAGE
What
Social Studies Rubric
Pts
The student uses punctuation to separate items in
a series.
The student uses a comma to separate an
introductory element from the rest of the
sentence.
The student uses a comma to set off the words
yes and no, to set off a tag question from the rest
of the sentence, and to indicate direct address.
Teacher Comments
What
Pts
The student chooses a
historical event of significance
from the turn of the century up
to the Great Depression that
was discussed or read about.
25
25
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 18
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Teacher Comments
The student uses underlining, quotation marks, or
italics to indicate titles of works.
The student spells grade-appropriate words
correctly, consulting references as needed.
The student thoroughly and
correctly explains how the
event chosen was a catalyst
for change.
 Gives 5 factual details
about the event.
 Uses sequential order
to explain how the
catalyst created
change.
 Explains the changes
that came about
because of this event.
WRITING
Organization: The student introduces a topic
clearly, provides a general observation and focus,
and groups related information logically.
Organization: The student links ideas within and
across categories of information using words,
phrases, and clauses.
75
Organization: The student provides a concluding
statement or section related to the information or
explanation presented.
75
Ideas: The student develops the topic with facts,
definitions, concrete details, quotations, or other
information and examples related to the topic.
Unit 2: Culminating Assessment Prompt 2 Rubric--Informational
Think about the surface features (landforms) you have learned about this year. Some of them were caused by constructive processes while others were caused
by destructive processes. Research examples of surface features that have been changed by constructive processes and surface features that have been
changed by destructive processes. Choose at least one example from each process. Explain how the type of process affected the feature itself and/or the world
around it. Be sure to include details and examples of processes of erosion, deposition, weathering, etc.
Writing Rubric
LANGUAGE
What
Science Rubric
Pts
The student uses punctuation to separate items in
a series.
The student uses a comma to separate an
introductory element from the rest of the
sentence.
The student uses a comma to set off the words
yes and no, to set off a tag question from the rest
of the sentence, and to indicate direct address.
Teacher Comments
What
The student lists a surface
feature and a process.
---25
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 19
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Pts
25
Teacher Comments
The student uses underlining, quotation marks, or
italics to indicate titles of works.
The student thoroughly and
correctly explains how each
example affected the feature
itself and/or the world around
it.
The student spells grade-appropriate words
correctly, consulting references as needed.
WRITING
Organization: The student introduces a topic
clearly, provides a general observation and focus,
and groups related information logically.
Organization: The student links ideas within and
across categories of information using words,
phrases, and clauses.

75

Organization: The student provides a concluding
statement or section related to the information or
explanation presented.

Ideas: The student develops the topic with facts,
definitions, concrete details, quotations, or other
information and examples related to the topic.
Details and examples
of processes of
erosion, deposition,
weathering, etc. are
given
Explains the changes
that came about as a
result of the process.
Student made
reference to an activity
or experience from
class.
75
Unit 2: Culminating Assessment Prompt 4 Rubric--Informational
You have learned the difference between a physical change and a chemical change. Explore one investigation from each type of change. Be sure to include what
the catalysts for change were and how the change could have resulted differently had another catalyst been applied. Discuss the evidence and clues that that
shows a change has occurred (see Science Harcourt Text pages 158-159, and 162).
Writing Rubric
LANGUAGE
What
The student uses punctuation to separate items in
a series.
The student uses a comma to separate an
introductory element from the rest of the
sentence.
The student uses a comma to set off the words
yes and no, to set off a tag question from the rest
of the sentence, and to indicate direct address.
Science Rubric
Pts
Teacher Comments
What
The student explains the
difference between a physical
change and a chemical change.
---Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 20
All Rights Reserved
Pts
25
Teacher Comments
25
The student uses underlining, quotation marks, or
italics to indicate titles of works.
The student spells grade-appropriate words
correctly, consulting references as needed.
WRITING
Organization: The student introduces a topic
clearly, provides a general observation and focus,
and groups related information logically.
Organization: The student links ideas within and
across categories of information using words,
phrases, and clauses.
Organization: The student provides a concluding
statement or section related to the information or
explanation presented.
75
The student includes an
investigation for both a
physical change and a
chemical change. He/she lists
what the catalysts for change
were.
The student thoroughly and
correctly explains how each
change could have resulted
differently had another catalyst
been applied.
 The student explains
the effect of another
catalyst being applied.
(Was a new substance
created or not? Can
the substance return
to its previous state?)
Ideas: The student develops the topic with facts,
definitions, concrete details, quotations, or other
information and examples related to the topic.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 21
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25
50
Name_____________________________________
Date______________________________________
Due Date_________
Possible Points: 28
Chapter 5 Writing Activity: Geographic Locations
Writing Prompt- Certain places dictate people’s organization of life. Choose a geographic location (Grand
Canyon, Great Salt Lake, Mojave Desert, or the Salton Sea) that shows constructive or destructive processes.
You will research how the location shapes the people’s lives through history and up to the present day with
people’s work, travel, safety, and tourism.
Directions- Using a scale of 4 to 1, describe how well you think you have completed this assignment. Circle the number
that best represents the score you think you deserve. Remember that 4 is the highest score and 1 is the lowest.
My paper describes one of the listed geographic locations.
4
3
2
1
My paper explains how the geographic location was created with constructive or destructive
Processes and cites scientific evidence.
4
3
2
1
My paper explains how this geographic location shapes people’s lives.
4
3
2
1
My paper uses proper verb tense when I discuss the past and present.
4
3
2
1
My paper uses descriptive and/or figurative language when discussing the location and its organization.
4
3
2
1
My paper is well organized and does not include any unrelated details. 5 paragraphs are presented.
4
3
2
1
My paper does not have any grammatical, punctuation, spelling, or capitalization errors.
4
3
2
1
Total Score:
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 22
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Mediation Sample (adapted from Understanding Learning: the How, the Why, the What,
Ruby K. Payne Ph.D.)
Copy & Paste and edit for your like with this and anyother historical content
Name____________________________
Teacher________________ Date______
What, Why, and How- Social Studies:___________________
The What
(Write the important facts, people, events, or ideas)
1.)
2.)
3.)
4.)
The Telegraph
Transcontinental Railroad
The Homestead Act
Cattle Drives (Chisholm & Great Western Trail)
The Why
(How is this important? Does the What item go with another thing learned? How is this
meaningful?)
1.)
2.)
3.)
4.)
It gave news and information to people.
It let people trade and travel faster
It gave land to people, that took care of it.
There was a large demand for cattle(beef).
How
(Is there a trick I can use to remember this: a rhyme or phrase? Maybe I can draw a picture?)
1.) Telegraph=cell phone (internet)---Communication
2.) Trans= travel, Continental= Continent, or country
3.) Home=place to live, Act= government
4.) Cattle= Money; Cattle Drive/Fast Food Drive Thru
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
February 2012  Page 23
All Rights Reserved