Earth Science Inquiry Project - Constructive/Destructive Forces

Earth Science Inquiry Project - Constructive/Destructive Forces
Earth Science Inquiry Project - Constructive/Destructive Forces
Earth Science Inquiry Project - Constructive/Destructive Forces
Earth Science Inquiry Project - Constructive/Destructive Forces
Earth Science Inquiry Project - Constructive/Destructive Forces
Earth Science Inquiry Project - Constructive/Destructive Forces
Earth Science Inquiry Project - Constructive/Destructive Forces
Earth Science Inquiry Project - Constructive/Destructive Forces
Grade Levels
File Type

Word Document File

(21 KB|6 pages)
Product Rating
Standards
NGSS4-ESS3-2
NGSSMS-ESS3-3
NGSS5-ESS3-1
NGSS3-ESS3-1
NGSSMS-ESS3-2
  • Product Description
  • StandardsNEW

Are you looking for a real-world project to enrich your 5th grade earth science unit? This collaborative inquiry project is perfect for you!

Students will participate in a jigsaw inquiry project where they create unique presentations on the following standard:

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

  • c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of constructive and destructive processes. (Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite imagery.)

****************************************************************************************************************

-Websites for student research use included

-Teacher instructions page for implementation included

-Guiding questions for each group's research focus included

-Directions page for 5 different groups - each group has a different research focus

-Editable resource!

Log in to see state-specific standards (only available in the US).
NGSS4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity. Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.
NGSSMS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).
NGSS5-ESS3-1
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
NGSS3-ESS3-1
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lighting rods.
NGSSMS-ESS3-2
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).
Total Pages
6 pages
Answer Key
Included
Teaching Duration
1 Week
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