Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 2nd grade (Year 3 in England) · 30 minutes

Ways to slow wind and water from wearing away land

Earth and rocks

CCSS NGSS.2-ESS2-1CCSS NGSS.K-2-ETS1-3England: KS2 Y3 RocksEngland: KS1 Geography links

Objective and success criteria

Students will: Ways to slow wind and water from wearing away land.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Earth changes: fast or slow?

Leads to: the next skill in this area.

Materials: Rock samples, Hand lenses, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Earth changes: fast or slow?). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this a fast change or a slow change: a glacier carving a valley? (fast (minutes to days) / slow (many years)) → slow (many years)Prompt: Could you watch it happen in one day?
  2. Three of these are fast changes. Which one is NOT? (a storm washing away part of a beach / a volcano erupting / a river carving a canyon / an earthquake cracking a road) → a river carving a canyonPrompt: How long does each change take?
  3. A sharp, jagged mountain range and an old, rounded mountain range are both made of hard rock. Which has probably been wearing down for longer? (the sharp, jagged mountains / both wore down in one day / mountains never wear down / the rounded mountains) → the rounded mountainsPrompt: Wind, rain and ice smooth rock very slowly.

Hook · 3 min

  • Pass round different rocks and ask how each one might have formed.
  • Share the objective: Ways to slow wind and water from wearing away land. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Does this slow erosion or make it worse: walking new paths through dunes?
  • Step 1: These leave soil bare or speed up wind and water.
  • Step 2: So the answer is: makes erosion worse
  • Answer: makes erosion worse
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Does this slow erosion or make it worse: covering bare soil with mulch? (slows erosion / makes erosion worse) → slows erosionPrompt: Do plant roots or barriers hold the ground, or is the ground left bare?
  2. Signs on sand dunes ask people to stay on the paths. Why? (The sand is too hot. / The dunes belong to the birds only. / Paths are prettier. / Feet crush dune plants whose roots hold the sand.) → Feet crush dune plants whose roots hold the sand.Prompt: What keeps a dune from blowing away?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Signs on sand dunes ask people to stay on the paths. Why? (The sand is too hot. / Paths are prettier. / The dunes belong to the birds only. / Feet crush dune plants whose roots hold the sand.) → Feet crush dune plants whose roots hold the sand.Prompt: What keeps a dune from blowing away?
  2. Does this slow erosion or make it worse: a sea wall? (slows erosion / makes erosion worse) → slows erosionPrompt: Do plant roots or barriers hold the ground, or is the ground left bare?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Earth changes: fast or slow?.
  • Use concrete materials: rock samples.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-2.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Ways to slow wind and water from wearing away land

Name

Date

Score/ 6

  1. Question 1

    Does this slow erosion or make it worse: sand fences on a dune?

    • A. slows erosion
    • B. makes erosion worse

  2. Question 2

    Waves are washing away a beach near some houses. Which plan would help most?

    • A. build a sea wall or rock barrier
    • B. dig the sand away faster
    • C. remove the plants on the dunes
    • D. paint the houses

  3. Question 3

    The bare tray lost 367 g of soil and the grassy tray lost 58 g. What is the best explanation?

    Soil washed off the tray (g)0100200300400367bare soil58soil with grass
    • A. Grass makes soil heavier than rocks.
    • B. Plant roots hold soil in place.
    • C. Water does not move soil.
    • D. The grassy tray was watered less.

  4. Question 4

    Does this slow erosion or make it worse: covering bare soil with mulch?

    • A. slows erosion
    • B. makes erosion worse

  5. Question 5

    Signs on sand dunes ask people to stay on the paths. Why?

    • A. The sand is too hot.
    • B. Feet crush dune plants whose roots hold the sand.
    • C. Paths are prettier.
    • D. The dunes belong to the birds only.

  6. Question 6

    The bare tray lost 545 g of soil and the grassy tray lost 136 g. What is the best explanation?

    Soil washed off the tray (g)0100200300400500600545bare soil136soil with grass
    • A. Grass makes soil heavier than rocks.
    • B. Water does not move soil.
    • C. Plant roots hold soil in place.
    • D. The grassy tray was watered less.

Free from eurekami.com

for the adult only

Answer key: Ways to slow wind and water from wearing away land

  1. 1. A. slows erosion

  2. 2. A. build a sea wall or rock barrier

  3. 3. B. Plant roots hold soil in place.

  4. 4. A. slows erosion

  5. 5. B. Feet crush dune plants whose roots hold the sand.

  6. 6. C. Plant roots hold soil in place.