Lesson: Constructive Forces and Destructive Forces
1.) This lesson begins with the Constructive vs. Destructive Forces presentation via Google Slides (included in this lesson plan in PDF format).
The Google Slides presentation contains a lesson hook rooted in ELA concepts in which I challenge students to define the words "construct" and "destruct", as well as if I were to ask them to construct/destruct something, what would happen. Once students are set with the definitions, we move on with the presentation on constructive forces and destructive forces.
Throughout the Google Slides presentation, the students will be filling out their guided notes on the topic (included in this lesson plan). This is especially important for the sections on "how can we remember...?", which essentially lets the students come up with ways to remember the differences between constructive forces and destructive forces. I teach four 5th grade sceince courses at my school, so the answers will vary--but it is fun and also helpful to the students to come up with their own remembering techniques!
2.) When we are finished with the presentation on constructive vs. destructive forces, I typically select two students to pass out the accompanying worksheet activity (included in this lesson plan). My students sit in science group tables of 4-6 students per table, but for activities like this I let the students work in partners or by "flying solo".
I allow for the students to work on this assignment for fifteen minutes, which is set by a timer on my SMARTBoard. After the fifteen mintues are up, the class comes together to review the questions. I do this via the SMARTBoard with the document camera, and let students come up to answer the questions and write in the correct answers. I typically collect this assignment for a classwork grade but return it to the students the next day to use as a study resource.
3.) To close out this lesson, I give each science table group a post-it note. On the post-it note, they collectively need to write down one difference between constructive and destructive forces. I give the students around two minutes to do this.
In my classroom I have what I call "Thinkers Posters", which are essentially big pieces of easel paper with phrases such as "What Do I Think?", "What Do I Know?", and "What Have I Learned?" on them--they are like big KWL charts. I have each group table share what they wrote on the post-it note and then put the post-it note up on the "What Do I Know?" poster.