Unit Plan 33 (Grade 2 Science): Engineering for Plants & Animals

Focus: Design simple shelters, seed carriers, or water-collection tools that help plants and animals, using models that mimic animal functions and compare test results.

Grade Level: 2

Subject Area: Science (Life Science Connections • Engineering Design)

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

I. Introduction

In this unit, students become engineers for plants and animals. They learn to notice when plants or animals might need shelter, water, or help moving seeds or pollen, and then design simple tools or structures to meet those needs. Students sketch, build, and test models such as mini-shelters, seed-carrying devices, or water-collection tools that mimic what animals do in nature (e.g., fur that carries seeds, beaks that move seeds, animals that dig or store water).

Using simple tests and data, they compare two designs that solve the same problem, noticing strengths and weaknesses. The unit ends with an Engineering for Plants & Animals Expo, where students share their models, tests, and ideas for improving their designs.

Essential Questions

• How can engineers help plants and animals get what they need (shelter, seeds moved, or water)?
• How can we design a model that mimics an animal moving seeds or pollen?
• How does the shape of a tool or structure help it work better for its job?
• How can we test and compare two designs to decide which one works better?
• Why is it important to use data and tests, not just guesses, when choosing a design?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify a simple problem that plants or animals face (needing shelter, moving seeds/pollen, finding/collecting water).
2. Develop sketches, drawings, or physical models that show how the shape of a shelter, seed carrier, or water-collection tool helps it work as needed (K-2-ETS1-2).
3. Create a model that mimics an animal in dispersing seeds or pollinating plants (2-LS2-2).
4. Test two designs that solve the same problem, record simple data, and describe each design’s strengths and weaknesses (K-2-ETS1-3).
5. Make a simple claim about which design worked better and suggest at least one improvement based on test results.

Standards Alignment — 2nd Grade (NGSS-Aligned)

• K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • Example: Sketch and build a seed carrier with surfaces that help seeds stick or catch the wind.
• K-2-ETS1-3 — Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
  • Example: Test two different mini-shelters to see which keeps a cotton ball (animal model) drier in “rain”.
• 2-LS2-2 — Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
  • Example: Use Velcro/“fur” or sticky tape to model seeds sticking to an animal and falling off in a new place.

Success Criteria — Student Language

• I can tell a problem a plant or animal has (like needing shelter, water, or help moving seeds).
• I can draw or build a model and explain how its shape helps it work.
• I can show how my model acts like an animal, carrying seeds or pollen from one place to another.
• I can test two designs, record simple data, and say how each one is strong and weak.
• I can make a claim about which design worked better and give a reason from my test results.