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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework
Unit One Organizer: The Changing Earth: Georgia’s Landforms
(6 weeks)
OVERVIEW: This document is part of a framework that was designed to support the major concepts addressed in the 3rd grade Science Curriculum of the
Georgia Performance Standards through the processes of inquiry and integration of science into reading and ELA. For those teachers who use the Yumion
books – their students will go on a “tour” of Georgia with Yumion the Onion Ambassador as the teacher reads aloud the Yumion the Onion series of four
books. As the teacher reads, students will track Yumion’s travels on Georgia maps. Then students will choose one of the landforms that Yumion visited and
research that landform. Their research will include the location of the landform, what processes created it, interesting facts about what makes the landform
unique, and the role of human intervention as relative to the landform. As a culminating activity, students will compile all of their research to create a book
titled, The Way Cool State of Georgia! Written for Kids by Kids. The book will be published and placed in the school library, classroom reading center, or
read aloud to students in a lower grade level.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standards: Earth 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
Volcanoes
Faults
b. Identify and find examples of surface features caused be 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)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Title: The Changing Earth: Georgia’s Landforms
June 1, 2008 Page 1 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
STANDARDS ADDRESSED IN THIS UNIT
Supporting Standards:
Habits of the Mind
S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
S5CS5. Students will communicate scientific ideas and activities clearly.
S5CS6. Students will question scientific claims and arguments effectively.
ELA5R1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and
informational texts. The texts are of the quality and complexity illustrated by the Grade Five reading list.
d. Relates a literary work to information about its setting.
ELA5W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
maintains a coherent focus throughout, and signals a satisfying closure.
ELA5W3. The student uses research and technology to support writing.
ELA5LSV2. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and
express and understand ideas.
LITERATURE SELECTIONS
Source of Recommendation
Georgia author
Georgia author
Georgia author
Georgia author
NSTA Outstanding Science Trade
books for Children 2008
Title
Author
The Onion Ambassador
Yumion Goes to the City
Yumion’s Mountain
Holidays
Sails, Pails and Alligator
Tales
Over the Mountains: An
Aerial View of Geology
ISBN
Rhonda Frost Kight
Rhonda Frost Kight
Rhonda Frost Petty
0-9709105-3-3
0-9709105-4-1
0-9709105-5-X
Rhonda Frost Petty
0-9709105-7-6
Michael Collier
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Title: The Changing Earth: Georgia’s Landforms
June 1, 2008 Page 2 of 10
Copyright 2008 © All Rights Reserved
978-1-931414-18-0
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ENDURING UNDERSTANDINGS
Georgia’s landforms are constantly changing.
Georgia’s landforms were created through constructive processes, destructive processes, or a combination of both.
Human interaction can harness some of Earth’s natural processes, even if only temporarily.
ESSENTIAL QUESTIONS:
What factors make landforms in Georgia unique?
Why would you need an ATV to get around some places in Georgia??
Why are the barrier islands so important? What are the functions of barrier islands?
How can I create a book about Georgia that other kids will want to read?
MISCONCEPTIONS
PROPER CONCEPTIONS
Georgia has always looked the way it looks now.
Georgia does not have a lot of geographic diversity.
Humans have no control over constructive or destructive
processes.
It has taken millions of years for Georgia’s landforms to
become what they look like today.
Georgia has a multitude of differing landforms from beaches
to mountains.
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Title: The Changing Earth: Georgia’s Landforms
June 1, 2008 Page 3 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
CONCEPTS:
Georgia’s landforms are
constantly changing.
Georgia’s landforms were
created through constructive
processes, destructive processes,
or a combination of both.
Human interaction can harness
some of Earth’s natural
processes, even if only
temporarily.
KNOW AND DO
It has taken millions of years for
Georgia’s landforms to become
what they look like today.
LANGUAGE
Volcano
Fault
Hurricane
Students explore with models of
landforms.
constructive force
destructive force
EVIDENCE OF LEARNING
Student produced book of
Georgia Landforms
Model of Landform
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.
barrier island
jetty
dam
levy
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Title: The Changing Earth: Georgia’s Landforms
June 1, 2008 Page 4 of 10
Copyright 2008 © All Rights Reserved
Barrier Island Task
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GRASP
Culminating Activity: GRASP activity
GRASP
Goal: You and your classmates are authoring a book titled The Way Cool State of Georgia!: Written for Kids by Kids.
Role: Book author
Audience: Kids living in or visiting Georgia, students in your school (another classroom or the media center)
Scenario: As Yumion the Onion Ambassador traveled throughout Georgia, he visited many amazing places. Compile the research that you
and your classmates completed about Georgia’s landforms and put them into a book. Create one section for each landform. Each section needs
to include a map showing the location of the landform, a description of the landform, “Way Cool Facts” about the landform, and why kids
should go visit the landform. Some students may wish to illustrate their books with drawings. Others may wish to take digital pictures and
obtain other photographs from the Internet. These could be compiled in the style of the NSTA list book, “Over the Mountains: An Aeiral View
of Geology.”
Product: A book that will be published and placed in the school or classroom library. As an extension activity, students may wish to create a
multi-media presentation of their book.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Title: The Changing Earth: Georgia’s Landforms
June 1, 2008 Page 5 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
TASK 1
Lesson Title: Our friend Yumion the Onion
Essential Question: What factors make landforms in Georgia unique?
Teacher Instructions: Teacher will introduce the students to the Yumion the Onion series of books. The teacher will tell the students that the books
were authored and illustrated by two Georgia teachers. As the teacher reads aloud from the books, he or she should ask questions about the
information found in the story. Students should also be encouraged to share the connections (text to text, text to self, text to world) that they make
as the stories are being read.
Assessment: Questions for The Onion Ambassador:
How many of you have heard of Vidalia onions? Have you ever eaten one?
What makes Vidalia onions different from other onions?
How does the soil effect the taste of the onion?
What are your predictions as to why Vidalia onions are milder and sweeter than other onions?
What would you do if a vegetable started talking to you?
The story tells us why Vidalia onions are sweet. Were your predictions correct?
Questions for Yumion Goes to the City:
Where would you tell Yumion to begin on his journey to tell the world his message?
When Yumion gets on the wrong bus at the State Farmers Market? How do you predict he will get back to the capitol?
What processes formed stone Mountain?
What places did Yumion visit as he tried to get to the capitol?
*Note to teacher* In the Yumion Goes to the City, the World of Coca-Cola is depicted in its former location. You may
wish to discuss its present location with your students. Discuss topics may include the fact that the new building is a
“green” building and that it is located near the Georgia Aquarium.
Questions for Yumion’s Mountain Holidays:
Review some the places that Yumion has already visited on his journey to spread his message about Vidalia onions.
In what ways are Yumion and President Jimmy Carter alike?
What is the definition of a gorge?
Yumion said that he had always wanted to visit Lake Sidney Lanier. What are some places in Georgia that you have always
wanted to visit?
Describe the similarities and differences between Providence Canyon and the Appalachians.
*Note to teacher* Direct students’ attention to the back of the book where important people, places, and events are listed.
Questions for Sails, Pails and Alligator Tales:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Title: The Changing Earth: Georgia’s Landforms
June 1, 2008 Page 6 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Yumion is trapped in a runaway hot air balloon. How do you predict he will get down?
When Yumion was in Savannah, the author says, “Oh the tales they could tell if these oak trees could talk!” What do you
suppose the author means?
Why are there special laws to keep parts of Jekyll Island in its natural state?
What is wrong with the picture depicting the loggerhead sea turtle? (Answer: Sea turtles do not come on shore to lay eggs
in the day time.)
How are dunes formed?
What is that area where fresh water meets salt water called?
What is the difference between a wild animal and a feral animal?
Why do you think the Okeefenokee Swamp is named “land of the trembling earth”?
Enrichment/Extension/Homework: One activity could be to have students write a RAFT.
Role: a talking vegetable
Audience: people across Georgia
Format: diary entries
Topic: a vegetable with a message who keeps a diary which records descriptions of the landforms visited along the journey
TASK 2
Lesson Title: Over the River and Through the Woods - Modeling Georgia’s Landforms
Essential Question: Why would one need an ATV to get around some places in Georgia?
Teacher Instructions: Students will track Yumion’s journey* on Georgia maps. Each student will choose a Georgia landform that Yumion
visited and make a model of that area. Their models must include a key and a description of its features. Possible materials may include:
plaster of paris, clay, play sand, plywood, chicken wire, glue, colored plastic wrap, floral foam, etc.
Assessment: see attached rubric
Enrichment/Extension/Homework: Students can create an entire map of Georgia featuring some of the landforms they are studying in
class.
*The Georgia Landforms models task can be a classroom activity even if a teacher chooses not to use the Yumion books. Each student or
group of students would select or be assigned a landform to model.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Title: The Changing Earth: Georgia’s Landforms
June 1, 2008 Page 7 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
TASK 3
Lesson Title: Our Barrier Islands
Essential Questions: Why are the barrier islands so important? What are the functions of barrier islands?
Teacher Instructions: Students will use play sand and water to build models of Georgia and the barrier islands. The students will move the
water around to show the effects that the waves and the rivers that empty into the Atlantic ocean have on the shapes of the islands. The
students can also discover how barrier island protect the coast from hurricanes.
Assessment: Activity sheet at end of this framework.
Enrichment/Extension/Homework: Have students explore the wildlife that makes its home on or near the barrier islands – including the sea
turtles that nest there. Include www.georgiaseaturtlecenter in a web search. Many of Georgia’s barrier islands are featured in various
professional learning courses. Seek out one of these and share the information with your students.
TEACHER RESOURCES
Additional Children’s Literature:
Islands, by Catherine Chambers, ISBN 1-57572-523-1 (NSTA Recommends)
Into the Volcano: A Volcano Researcher at Work, by Donna O’Meara 1553376927 (NSTA Recommends)
Forces of Nature: The Awesome Power of Volcanoes, Earthquakes, & Tornadoes, by Catherine O’Neil Grace 0-7922-6328-6 (Outstanding
Science Trade Books 2005)
Web Resources:
http://education.usgs.gov/ US Geological Service
www.besweetpublicastions.com Author/Illustrator of Yumion books
www.ossabawisland.org Ossabaw – one of Georgia’s barrier islands
www.georgiabarrierislands.com - background information
www.gpb.org/secretseashore - Video on Georgia’s barrier islands
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Title: The Changing Earth: Georgia’s Landforms
June 1, 2008 Page 8 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Barrier Island Activity Sheet
Directions: Use play sand and water in a plastic container/stream table to make rough models of
Georgia and its major barrier islands. Using a watering can, pitcher, or hose, model how the
water flows from one of Georgia’s rivers into the Atlantic Ocean.
Record and draw a picture of your observations.
Next, you and a few other classmates stand on the “Atlantic Ocean” side of your model and blow
through straws as the wind blows across the water to create waves. Remember to take into
account the ocean’s currents. Record and draw a picture of your observations.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Title: The Changing Earth: Georgia’s Landforms
June 1, 2008 Page 9 of 10
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Now, combine the actions of the rivers, waves, and currents?
Record and draw a picture of your observations.
What did you notice about the shapes of the islands as the water moved around them?
How does a hurricane affect Georgia’s barrier islands and the coastline?
What do you suppose will happen to Georgia’s barrier islands after hundreds or thousands of
years of this type of water movement?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade 5  Title: The Changing Earth: Georgia’s Landforms
June 1, 2008 Page 10 of 10
Copyright 2008 © All Rights Reserved