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Explore science.

The Constructive and Destructive Forces unit.

The Earth's landscape experiences constant change. Landforms are created and destroyed across the globe.

What causes this to happen? What exists that can create islands, or destroy them?

Constructive and destructive forces are at work all around us every day, all the time. Landforms are being changed constantly. Through your research, you will discover what forces are at work, how the forces impact landforms, and how humans intervene to lessen the impact of destructive forces.

Constructive and Destructive Forces: Unit Overview

These are the required elements to this unit.

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)

Mini-lessons will be covered in class each day by Mr. Brazile.You need to know the answers to these questions.

How do forces change landforms?
What causes constructive and destructive forces?
How do humans intervene concerning destructive forces?

Directions: Please read all of these thoroughly, understanding that as we progress through the year, expectations change.

  • Students are expected to follow mini-lesson discussions each day.
  • Students will use research tools (internet, textbook, encyclopedias, books, etc.) to research and discern information for projects.
  • Notes will be taken, along with citations of reference materials (Title/web URL, author).
  • Projects will include detailed information pertaining to the focused era.
  • All projects will be double-checked prior to turning in for grade.
  • Students can work projects in any order (suggested order is to follow the chronological order of the era).
  • Students should remember that if they want to complete a project based on a book, they should start the book early.
  • Each activity must include the student's full name, the date of completion, the activity name, and the activity number in order to receive credit.

Book Connections - Check out these books which relate to our unit.

Links to the books on Amazon.
The Constructive and Destructive Forces Unit: Activities

Each activity should include your full name, the date completed, the subject, the activity number, and the activity name. If submitting digitally, save your file name as: lastname.science.actvity#

1 Find and detail (list in their entirety) all of the standards to be covered in the Constructive and Destructive Forces Unit.
2 Find the definitions for the following terms:
  1. Barrier Island
  2. Beach Reclamation
  3. Constructive Natural Force
  4. Dam
  5. Delta
  6. Deposition
  7. Destructive Natural Force
  8. Earthquake>
  9. Epicenter
  10. Erosion
  11. Fault line
  12. Jetty
  13. Landform
  14. Lava
  15. Levee
  16. Magma
  17. Organisms
  18. Sand Dune
  19. Seismograph
  20. Seismology
  21. Sinkhole
  22. Storm Drain Management
  23. Topography
  24. Volcano
  25. Weathering
3 Complete a chart containing all of the following types of constructive forces. Include examples and explanations for each.
  • Deposition
  • Earthquake
  • Volcano
  • Fault
4 Complete a chart containing all of the following types of destructive forces. Include examples and explanations for each.
  • Erosion
  • Weathering
  • Organisms
  • Earthquake
  • Volcano
5 Complete a detailed illustration of each of the constructive forces in action (include a brief description of what is happening in the illustration).
6 Complete a detailed illustration of each of the destructive forces in action (include a brief description of what is happening in the illustration).
7 Complete a detailed explanation with illustrations explaining how human intervention and technology play a role in the control of constructive and destructive forces.


Each activity should include your full name, the date completed, the subject, the activity number, and the activity name. If submitting digitally, save your file name as: lastname.science.actvity#

1 Read one of the following books and write a detailed synopsis (include the main idea, specific details from the book, and what you learned).
  • Volcanoes and Other Natural Disasters by Harriet Griffey
  • Ring of Fire by Leonard Hort
  • The Restless Earth by Melvin Berger
  • Glaciers by Roy A. Gallant
2 Complete the Landforms hands-on activity and Observation sheet.
3 Complete the Rivers and Sand hands-on activity and Observation sheet.
4 Complete the Cleaning Water hands-on activity and Observation sheet.
5 Complete one of the following activities (your teacher will tell you which to do):
  • Read Landforms of Georgia and complete the "Review" on pages 7, 15, 21, and 27 (answer in complete sentences).
  • Read How Do Landforms Change? and complete the "Think & Write" on page 21 (inside the back cover) #1-4 in complete sentences.
  • Read Erupting into History and complete the "Think & Respond" on the inside of the back cover in complete sentences.

Each activity should include your full name, the date completed, the subject, the activity number, and the activity name. If submitting digitally, save your file name as: lastname.science.actvity#


Include the Activity number and title on your presentation.

1 Find and photograph at least 2 examples of constructive forces at work in your environment (home, school, etc.). Include a detailed explanation of what is happening.
2 Find and photograph at least 2 examples of destructive forces at work in your environment (home, school, etc.). Include a detailed explanation of what is happening.
3 Create your own model of how earthquakes work using clay, wood, or similar material. Be prepared to explain how the model works and what it depicts.
4 Research a national park. Write a well-written paragraph detailing how constructive and destructive forces are at work within the park (with examples).
5 Research an area where man has played a role in controlling constructive or destructive forces. Write a well-written paragraph detailing the situation and how man and technology have played a role.

Each activity should include your full name, the date completed, the subject, the activity number, and the activity name. If submitting digitally, save your file name as: lastname.science.actvity#

1 Research and take notes about designing earthquake-safe buildings. Note structure designs that can withstand an earthquake.
2 Working either alone or in a group (if you choose a group, you must complete step 3 in that same group), submit a drawn design for a structure made of paper and straws. The goal is to have the highest structure that will hold the most weight.
3 Working alone or in your group, build the structure you designed. You or your group must supply pennies to test the weight. The goal is to have the highest structure that will hold the most weight while withstanding an "earthquake." Each structure will be tested on a shake table to examine:
  • Time structure stands.
  • Number of pennies the structure holds.
  • The height of the structure.
Great Facts Interesting, strange, and funny.