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Science lesson plan · 2nd grade (Year 3 in England) · 60 minutes

Earth changes: fast or slow?

Earth and rocks

CCSS NGSS.2-ESS1-1England: KS2 Y3 RocksEngland: KS1 Geography links

Objective and success criteria

Students will: Earth changes: fast or slow?.

  • 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: Name the landform from its description

Leads to: Ways to slow wind and water from wearing away land

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

Warm-up · 6 min

  • Quick retrieval from earlier learning (Name the landform from its description). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which landform is this: land with water on three sides? (volcano / island / plateau / peninsula) → peninsulaPrompt: Is it high or low? Flat or steep? Is water around it?
  2. Which description matches a plateau? (land with water all around it / a wide, flat area of land / a high, flat area of land with steep sides / low land between hills or mountains, often with a river) → a high, flat area of land with steep sidesPrompt: Picture the landform from above and from the side.
  3. True or false? A plain is a very steep landform. (True / False) → FalsePrompt: Picture each landform: high, low, flat or surrounded by water?

Hook · 6 min

  • Pass round different rocks and ask how each one might have formed.
  • Share the objective: Earth changes: fast or slow?. Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is this a fast change or a slow change: a storm washing away part of a beach?
  • Step 1: These changes happen suddenly.
  • Step 2: So the answer is: fast (minutes to days)
  • Answer: fast (minutes to days)
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 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. Is this a fast change or a slow change: a storm washing away part of a beach? (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? (waves slowly shaping a cliff / an earthquake cracking a road / a cave forming in limestone / mountains wearing down) → an earthquake cracking a roadPrompt: How long does each change take?

You do: independent practice · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Scientists say the Grand Canyon took millions of years to form. What evidence suggests this? (The canyon looked the same last week. / People dug it with spades. / The river wears away only a tiny amount of rock each year, but the canyon is very deep. / Canyons are always old.) → The river wears away only a tiny amount of rock each year, but the canyon is very deep.Prompt: Small changes add up over a very long time.
  2. Three of these are fast changes. Which one is NOT? (a landslide after heavy rain / a storm washing away part of a beach / a flood covering fields / a glacier carving a valley) → a glacier carving a valleyPrompt: How long does each change take?

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: Name the landform from its description.
  • 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

  • Move on to: Ways to slow wind and water from wearing away land.
  • 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

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Earth changes: fast or slow?

Name

Date

Score/ 8

  1. Question 1

    Three of these are fast changes. Which one is NOT?

    • A. a storm washing away part of a beach
    • B. an earthquake cracking a road
    • C. waves slowly shaping a cliff
    • D. a volcano erupting

  2. Question 2

    Is this a fast change or a slow change: waves slowly shaping a cliff?

    • A. fast (minutes to days)
    • B. slow (many years)

  3. Question 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?

    • A. the sharp, jagged mountains
    • B. mountains never wear down
    • C. both wore down in one day
    • D. the rounded mountains

  4. Question 4

    Is this a fast change or a slow change: a cave forming in limestone?

    • A. fast (minutes to days)
    • B. slow (many years)

  5. Question 5

    What do a volcano erupting and an earthquake have in common?

    • A. Neither changes the land.
    • B. Both take millions of years.
    • C. Both can change the land quickly.
    • D. Both are caused by the wind.

  6. Question 6

    Three of these are slow changes. Which one is NOT?

    • A. an earthquake cracking a road
    • B. mountains wearing down
    • C. a cave forming in limestone
    • D. waves slowly shaping a cliff

  7. Question 7

    Scientists say the Grand Canyon took millions of years to form. What evidence suggests this?

    • A. Canyons are always old.
    • B. People dug it with spades.
    • C. The river wears away only a tiny amount of rock each year, but the canyon is very deep.
    • D. The canyon looked the same last week.

  8. Question 8

    Is this a fast change or a slow change: a volcano erupting?

    • A. fast (minutes to days)
    • B. slow (many years)

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Answer key: Earth changes: fast or slow?

  1. 1. C. waves slowly shaping a cliff

  2. 2. B. slow (many years)

  3. 3. D. the rounded mountains

  4. 4. B. slow (many years)

  5. 5. C. Both can change the land quickly.

  6. 6. A. an earthquake cracking a road

  7. 7. C. The river wears away only a tiny amount of rock each year, but the canyon is very deep.

  8. 8. A. fast (minutes to days)