Standards Alignment
- 2-ESS2-1 primary
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*
View 30 supporting standards
- TEKS.SC.2.01A supporting
ask questions and define problems based on observations or information from text, phenomena, models, or investigations; - TEKS.SC.2.01B supporting
use scientific practices to plan and conduct simple descriptive investigations and use engineering practices to design solutions to problems; - TEKS.SC.2.01C supporting
identify, describe, and demonstrate safe practices during classroom and field investigations as outlined in Texas Education Agency-approved safety standards; - TEKS.SC.2.01D supporting
use tools, including hand lenses, goggles, heat-resistant gloves, trays, cups, bowls, beakers, notebooks, stream tables, soil, sand, gravel, flowering plants, student thermometer, demonstration thermometer, rain gauge, flashlights, ramps, balls, spinning tops, drums, tuning forks, sandpaper, wax paper, items that are flexible, non-flexible items, magnets, hot plate, aluminum foil, Sun-Moon-Earth model, and frog and butterfly life cycle models to observe, measure, test, and compare; - TEKS.SC.2.01E supporting
collect observations and measurements as evidence; - TEKS.SC.2.01F supporting
record and organize data using pictures, numbers, words, symbols, and simple graphs; and - TEKS.SC.2.01G supporting
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem. - TEKS.SC.2.02A supporting
identify basic advantages and limitations of models such as their size, properties, and materials; - TEKS.SC.2.02B supporting
analyze data by identifying significant features and patterns; - TEKS.SC.2.02C supporting
use mathematical concepts to compare two objects with common attributes; and - TEKS.SC.2.02D supporting
evaluate a design or object using criteria to determine if it works as intended. - TEKS.SC.2.03A supporting
develop explanations and propose solutions supported by data and models; - TEKS.SC.2.03B supporting
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and - TEKS.SC.2.03C supporting
listen actively to others' explanations to identify important evidence and engage respectfully in scientific discussion. - TEKS.SC.2.04A supporting
explain how science or an innovation can help others; and - TEKS.SC.2.04B supporting
identify scientists and engineers such as Alexander Graham Bell, Marie Daly, Mario Molina, and Jane Goodall and explore what different scientists and engineers do. - TEKS.SC.2.05A supporting
identify and use patterns to describe phenomena or design solutions; - TEKS.SC.2.05B supporting
investigate and predict cause-and-effect relationships in science; - TEKS.SC.2.05C supporting
measure and describe the properties of objects in terms of size and quantity; - TEKS.SC.2.05D supporting
examine the parts of a whole to define or model a system; - TEKS.SC.2.05E supporting
identify forms of energy and properties of matter; - TEKS.SC.2.05F supporting
describe the relationship between structure and function of objects, organisms, and systems; and - TEKS.SC.2.05G supporting
describe how factors or conditions can cause objects, organisms, and systems to either change or stay the same. - TEKS.SC.2.09A supporting
describe the Sun as a star that provides light and heat and explain that the Moon reflects the Sun's light; and - TEKS.SC.2.09B supporting
observe objects in the sky using tools such as a telescope and compare how objects in the sky are more visible and can appear different with a tool than with an unaided eye. - TEKS.SC.2.10A supporting
investigate and describe how wind and water move soil and rock particles across the Earth's surface such as wind blowing sand into dunes on a beach or a river carrying rocks as it flows; - TEKS.SC.2.10B supporting
measure, record, and graph weather information, including temperature and precipitation; and - TEKS.SC.2.10C supporting
investigate different types of severe weather events such as a hurricane, tornado, or flood and explain that some events are more likely than others in a given region. - TEKS.SC.2.11A supporting
distinguish between natural and manmade resources; and - TEKS.SC.2.11B supporting
describe how human impact can be limited by making choices to conserve and properly dispose of materials such as reducing use of, reusing, or recycling paper, plastic, and metal.
Companion Video Lesson
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Lesson Overview
In this Grade 2 science lesson, students explore how wind and water can change the shape of the land and compare different solutions designed to slow or prevent these changes. Through hands-on investigations, observations, and discussions, students will use scientific and engineering practices to design, test, and evaluate solutions such as dikes, windbreaks, and planting vegetation. This lesson aligns with NGSS 2-ESS2-1 and supporting TEKS standards, emphasizing Earth’s systems and processes that shape the Earth.
Learning Objectives
- Ask questions and define problems based on observations about how wind and water change land.
- Plan and conduct simple investigations to test solutions that slow or prevent land changes caused by wind or water.
- Use tools and models to observe, measure, and compare different solutions.
- Collect and record data using pictures, words, and simple graphs.
- Compare multiple solutions and evaluate which work best to protect the land from wind and water erosion.
Success Criteria
- Students can describe how wind and water can change the shape of the land.
- Students can identify and explain at least two different solutions to prevent land changes.
- Students can use observations and data to compare the effectiveness of different solutions.
- Students can communicate their findings clearly using drawings, words, or models.
- Students demonstrate safe practices during investigations.
Prerequisite Knowledge
Students should understand that wind and water can move soil and rocks, changing the land’s shape over time. They should be familiar with basic observation and measurement skills and know how to use simple tools safely.
Key Vocabulary
- erosion
- windbreak
- dike
- vegetation
- soil
- model
- investigation
- solution
- compare
- evaluate
Materials and Resources
- Stream table or tray with sand and soil
- Watering can or spray bottle
- Small fans to simulate wind
- Materials to build solutions: sticks, straws, clay, grass, small plants, rocks, cardboard
- Hand lenses
- Notebooks or science journals
- Pencils and crayons
- Rulers or measuring tapes
- Safety goggles
Teacher Preparation
- Set up stream tables or trays with soil and sand to simulate land.
- Prepare materials for building different solutions to prevent erosion.
- Review safety procedures for using water, fans, and tools.
- Prepare guiding questions and observation sheets for students.
- Arrange classroom space for small group investigations.
Detailed Lesson Notes
Understanding How Wind and Water Change the Land
Wind and water are natural forces that can move soil and rocks, a process called erosion. Over time, this movement can change the shape of the land by wearing away hills, creating valleys, or forming sand dunes. For example, wind blowing sand can create dunes on a beach, and rivers can carry rocks downstream.
Solutions to Prevent or Slow Land Changes
People have designed many solutions to slow or prevent erosion caused by wind and water. Some common solutions include building dikes (barriers that hold back water), planting vegetation like grass or trees to hold soil in place, and creating windbreaks (rows of trees or fences) to reduce the wind's force. Each solution works differently depending on the environment and the type of erosion.
Scientific and Engineering Practices in This Lesson
Students will ask questions about how wind and water affect land and design investigations to test different solutions. They will use tools such as hand lenses to observe soil and plants, measure distances or changes in soil, and record data using drawings and simple graphs. Students will develop and use models to represent their solutions and evaluate how well each solution works.
Comparing and Evaluating Solutions
Comparing solutions means looking at how well each one slows or stops erosion. Students will observe which solutions hold soil better, resist water flow, or block wind effectively. They will analyze data by identifying patterns, such as which materials keep soil in place the longest or which designs are easiest to build. Evaluating solutions involves deciding if the design works as intended and discussing advantages and limitations.
Safety and Collaboration
Students must follow safety rules when using water, fans, and tools. Wearing goggles and handling materials carefully prevents accidents. Working in groups encourages sharing ideas, listening respectfully, and communicating findings clearly. These skills support scientific discussions and help students learn from each other.
Worked Examples
Worked Example 1
Scenario
Students tested three solutions to prevent soil erosion: a dike made of clay, a row of small plants, and a cardboard windbreak. After applying water and wind, they observed how much soil moved in each case. The dike held back most water, the plants held soil well during wind, and the windbreak reduced soil movement but less than plants. Which solution worked best for water erosion and which for wind erosion?
Explanation
The dike is designed to block water flow, so it is most effective against water erosion. The plants hold soil with roots, making them effective against wind erosion. The windbreak helps but was less effective than plants in this test.
Answer Guide
The dike worked best to prevent water erosion, and the row of plants worked best to prevent wind erosion.
Engage
Teacher Activity
Show students pictures or videos of places where wind or water has changed the land, such as sand dunes or riverbanks. Ask students what they notice about the land and what might have caused the changes.
Student Activity
Students share their observations and ideas about how wind and water can move soil and change land shapes.
Explanation
This phase activates prior knowledge and curiosity about natural forces shaping the Earth. It sets the stage for exploring solutions to prevent these changes.
Examples
- Students notice soil or sand moving, land shapes changing, or plants growing in some areas.
- Students suggest wind or water as causes of these changes.
Explore
Teacher Activity
Provide students with stream tables or trays filled with soil and sand. Have them simulate wind using fans and water using watering cans to observe how soil moves. Then, provide materials to build different solutions like dikes, windbreaks, or planting vegetation models.
Student Activity
In small groups, students test how wind and water move soil and build different solutions to slow or prevent erosion. They observe and record what happens with each solution.
Explanation
Hands-on investigation allows students to see erosion in action and test how different solutions affect soil movement. This concrete experience supports understanding of the problem and possible solutions.
Examples
- Soil moves easily without solutions.
- Dikes or barriers block water flow and hold soil.
- Vegetation models hold soil in place.
- Windbreaks reduce soil movement by wind.
Explain
Teacher Activity
Lead a discussion where students share their observations and compare the effectiveness of each solution. Use charts or drawings to organize data and highlight patterns.
Student Activity
Students explain how each solution worked, using their observations and data. They compare solutions and discuss advantages and limitations.
Explanation
This phase helps students articulate their understanding and use evidence to support their explanations. Comparing solutions develops critical thinking about design effectiveness.
Examples
- Students identify which solutions held soil best.
- Students recognize that some solutions may be easier to build or maintain.
- Students use data to support their recommendations.
Elaborate
Teacher Activity
Challenge students to design an improved solution combining features from different models or to think about how these solutions might work in real-life places like beaches or riverbanks.
Student Activity
Students create new designs or models that combine ideas to better prevent erosion. They explain how their design works and why it might be effective in real environments.
Explanation
This phase extends learning by encouraging creativity and application of knowledge to new situations. It reinforces engineering practices and problem-solving skills.
Examples
- Students propose combined or new designs.
- Students explain reasoning based on previous observations.
- Students connect solutions to real-world examples.
Evaluate
Teacher Activity
Assess students’ understanding through questions, observation of their models, and review of their recorded data and explanations. Provide feedback and guide reflection on what was learned.
Student Activity
Students answer questions about erosion and solutions, present their models, and reflect on what they learned about preventing land changes.
Explanation
Evaluation checks students’ grasp of concepts and skills, ensuring they can compare and explain solutions effectively. Reflection deepens understanding and supports future learning.
Examples
- Students demonstrate understanding of erosion and prevention.
- Students communicate clearly about their solutions.
- Students reflect thoughtfully on their learning.
Classroom Activity
In small groups, students test how wind and water move soil and build different solutions to slow or prevent erosion. They observe and record what happens with each solution.
Guided Practice
Guided Practice 1
Prompt
What is erosion?
Teacher Answer Guide
Erosion is when wind or water moves soil and rocks, changing the shape of the land.
Guided Practice 2
Prompt
Name two solutions people use to stop wind or water from moving soil.
Teacher Answer Guide
People use dikes and plant vegetation like grass or trees to stop soil from moving.
Guided Practice 3
Prompt
Which solution worked best for water erosion and which for wind erosion in the example?
Teacher Answer Guide
The dike worked best to prevent water erosion, and the row of plants worked best to prevent wind erosion.
Independent Practice
- Foundational: What is erosion?
- Developing: Name two solutions people use to stop wind or water from moving soil.
- Application: If you see soil moving away from a riverbank, which solution would you suggest to protect the land? Explain why.
- Analysis: Compare how a windbreak and a row of plants help prevent soil erosion. Which one might work better in a very windy area?
- Challenge: Design a solution that combines features of a dike and vegetation to protect land from both wind and water erosion. Describe how your design works.
Independent Practice Teacher Answer Key
- 1. Erosion is when wind or water moves soil and rocks, changing the shape of the land.
- 2. People use dikes and plant vegetation like grass or trees to stop soil from moving.
- 3. I would suggest building a dike or planting plants because dikes block water and plants hold soil with their roots, which helps stop soil from washing away.
- 4. Both windbreaks and plants reduce wind speed and protect soil. However, a row of plants might work better because their roots hold the soil in place, preventing it from blowing away.
- 5. A combined solution could be a dike made of soil or clay with plants growing on top and around it. The dike blocks water flow, and the plants hold soil with their roots and reduce wind speed, protecting the land from both types of erosion.
Guiding Questions
- What causes the land to change shape?
- How can we slow or stop these changes?
- Which solution works best and why?
- How can we improve our designs?
- How do scientists and engineers help solve problems like erosion?
Common Misconceptions
- Wind and water only move soil quickly; in reality, erosion can happen slowly over time.
- One solution works for all types of erosion; different solutions work better for wind or water erosion.
- Models and solutions tested in class work exactly the same in real life without any differences.
- Erosion only happens in places like beaches or rivers, but it can happen anywhere soil is exposed.
Differentiation
Support and Intervention
Provide sentence starters for explanations. Use pictures and models to support understanding. Allow students to work in pairs for investigations.
English-Language Learner Support
Use simple language and visuals to explain erosion and solutions. Provide vocabulary cards with pictures. Encourage students to demonstrate ideas with drawings or gestures.
Advanced and Extension
Challenge students to research real-world erosion problems and solutions. Encourage students to design and test their own unique solutions. Have students present their findings to the class using scientific vocabulary.
Assessment
- Observe student participation during investigations and discussions.
- Review students’ recorded observations and data.
- Ask guiding questions to check understanding during activities.
- Name one way to stop wind from moving soil.
- What is one thing you learned about how water changes the land?
- Have students create a poster comparing two solutions to prevent erosion.
- Ask students to write or present an explanation of which solution works best and why.
Answer Guide
- What is erosion?
Answer: Erosion is when wind or water moves soil and rocks, changing the shape of the land. - Name two solutions people use to stop wind or water from moving soil.
Answer: People use dikes and plant vegetation like grass or trees to stop soil from moving. - Which solution worked best for water erosion and which for wind erosion in the example?
Answer: The dike worked best to prevent water erosion, and the row of plants worked best to prevent wind erosion.
Real-Life Application
Encourage students to talk with family members about ways to protect soil at home or in the community, such as planting gardens or using barriers to prevent water runoff. Students can share what they learned about erosion and solutions.
Homework or Home Connection
- Encourage students to talk with family members about ways to protect soil at home or in the community, such as planting gardens or using barriers to prevent water runoff. Students can share what they learned about erosion and solutions.
Lesson Summary
Wind and water can change the shape of the land by moving soil and rocks, a process called erosion. People use different solutions like dikes, windbreaks, and planting vegetation to slow or prevent these changes. By investigating and comparing these solutions, students learn how to design and evaluate ways to protect the land. Scientific practices such as observing, measuring, modeling, and communicating help students understand Earth’s systems and the role of engineering in solving real-world problems.
Teacher Notes
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.