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) · 45 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 · 5 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 volcano erupting? (fast (minutes to days) / slow (many years)) → fast (minutes to days)Prompt: Could you watch it happen in one day?
  2. Three of these are slow changes. Which one is NOT? (a river carving a canyon / an earthquake cracking a road / a glacier carving a valley / a cave forming in limestone) → an earthquake cracking a roadPrompt: How long does each change take?
  3. What do a volcano erupting and an earthquake have in common? (Both can change the land quickly. / Both take millions of years. / Both are caused by the wind. / Neither changes the land.) → Both can change the land quickly.Prompt: How quickly can each one happen?

Hook · 5 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 · 10 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 · 10 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: a sea wall? (slows erosion / makes erosion worse) → slows erosionPrompt: Do plant roots or barriers hold the ground, or is the ground left bare?
  2. Waves are washing away a beach near some houses. Which plan would help most? (build a sea wall or rock barrier / remove the plants on the dunes / paint the houses / dig the sand away faster) → build a sea wall or rock barrierPrompt: What would stop waves hitting the sand so hard?

You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Why do farmers plant rows of trees along the edges of windy fields? (The trees make the wind stronger. / The trees slow the wind so it blows away less soil. / To keep birds away from the field. / The trees eat the soil.) → The trees slow the wind so it blows away less soil.Prompt: What happens to wind when it meets a row of trees?
  2. Does this slow erosion or make it worse: a row of trees as a windbreak? (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/ 8

  1. Question 1

    Engineers test two designs to stop a hill washing away. How should they decide which is better?

    • A. Test both in the same way and measure how much soil is lost.
    • B. Ask which one is cheapest and never test.
    • C. Pick the one with the nicest colour.
    • D. Test only one of them.

  2. Question 2

    Two sloping trays of soil were watered with the same watering can. One tray had grass growing in it. How many more grams of soil washed off the bare tray?

    Soil washed off the tray (g)0100200300400500403bare soil124soil with grass

    Answerg

  3. Question 3

    Does this slow erosion or make it worse: planting grass on a slope?

    • A. slows erosion
    • B. makes erosion worse

  4. Question 4

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

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

  5. Question 5

    Does this slow erosion or make it worse: cutting down all the trees on a hill?

    • A. slows erosion
    • B. makes erosion worse

  6. Question 6

    The bare tray lost 599 g of soil and the grassy tray lost 40 g. What is the best explanation?

    Soil washed off the tray (g)0100200300400500600599bare soil40soil 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.

  7. Question 7

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

    • A. slows erosion
    • B. makes erosion worse

  8. Question 8

    The bare tray lost 444 g of soil and the grassy tray lost 54 g. What is the best explanation?

    Soil washed off the tray (g)0100200300400500444bare soil54soil with grass
    • A. Plant roots hold soil in place.
    • B. Grass makes soil heavier than rocks.
    • C. Water does not move soil.
    • 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. Test both in the same way and measure how much soil is lost.

  2. 2. 279 g

  3. 3. A. slows erosion

  4. 4. C. build a sea wall or rock barrier

  5. 5. B. makes erosion worse

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

  7. 7. A. slows erosion

  8. 8. A. Plant roots hold soil in place.