Unit Plan 27 (Grade 2 Science): Earth Systems — Quarter Synthesis

Focus: Explain and model how Earth’s surface changes quickly and slowly, identify common landforms and bodies of water, and describe where water is found on Earth (solid and liquid), including simple solutions to slow erosion.

Grade Level: 2

Subject Area: Science (Earth Science — History of Earth • Earth’s Systems • Engineering Applications)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

In this quarter-synthesis unit, students pull together everything they have learned about Earth events, landforms, water, and erosion solutions. They revisit examples of fast changes (like landslides or floods) and slow changes (like weathering or erosion), identify and model landforms and bodies of water, and describe where water is found on Earth and in what states (solid or liquid).

Students then apply their learning in a culminating project: a simple Earth systems model that includes landforms, water features, and at least one erosion-control solution. By the end of the week, they can explain how Earth systems work together and how humans can help protect land from rapid changes.

Essential Questions

• How can we tell the difference between fast Earth changes and slow Earth changes?
• What are some common landforms and bodies of water, and how can we model them?
• Where is water found on Earth, and when is it solid and when is it liquid?
• How can people slow or prevent erosion and protect landforms using simple solutions?
• How do all these ideas fit together to help us understand Earth systems as a whole?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use information from stories, pictures, and videos to explain that some Earth events (e.g., landslides, floods, volcano eruptions) happen quickly, while others (e.g., weathering, erosion) happen slowly over a long time.
2. Identify and model common landforms (mountains, hills, valleys, plains) and bodies of water (rivers, lakes, oceans) in a small area model.
3. Obtain and share information about where water is found on Earth (oceans, lakes, rivers, ice, snow, underground, in clouds) and whether it is usually solid or liquid in each place.
4. Compare at least two solutions designed to slow or prevent wind or water from changing the shape of the land, using classroom models and simple observations.
5. Create an Earth Systems Synthesis Model that shows at least one landform, one body of water, and one erosion-control solution, and explain it to classmates.

Standards Alignment — 2nd Grade (NGSS-Aligned)

• 2-ESS1-1 — Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
  • Example: Compare a landslide that happens in seconds to erosion that changes rocks over many years.
• 2-ESS2-1 — Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  • Example: Test and compare a plant strip versus a rock wall on a model hill.
• 2-ESS2-2 — Develop a model to represent the shapes and kinds of land and bodies of water in an area.
  • Example: Build a tray model showing a hill, valley, river, and lake.
• 2-ESS2-3 — Obtain information to identify where water is found on Earth and that it can be solid or liquid.
  • Example: Sort images of ocean, lake, glacier, snow, puddle by location and state of matter.

Success Criteria — Student Language

• I can give examples of fast Earth changes and slow Earth changes and explain the difference.
• I can build or draw a model that shows different landforms and bodies of water.
• I can tell where water is found on Earth and say if it is usually solid or liquid there.
• I can compare two erosion solutions and say which one works better and why.
• I can explain my Earth systems model to others and show how land, water, and erosion solutions all fit together.