Unit Plan 25 (Grade 2 Science): Natural Processes & Human Solutions

Focus: Explore how natural processes like wind and water change the land and how engineers design solutions (walls, plants, drains, barriers) to slow erosion or redirect water.

Grade Level: 2

Subject Area: Science (Earth Science • Engineering Design)

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

I. Introduction

In this unit, students connect natural Earth processes to human-designed solutions. They observe how wind and water can move sand and soil, changing the shape of the land. Then they study how engineers use ideas like rock walls, plants, and drains to slow erosion or guide water away from important places.

Using pictures, short texts, and simple tray models, students ask questions about a real or imagined local problem (like yard or playground erosion) and gather information to define a design problem. By the end of the week, they can compare multiple solutions for slowing or redirecting water and explain which one works better and why.

Essential Questions

• How do natural processes like wind and water change the shape of the land?
• What kinds of problems can erosion or too much water cause for homes, roads, and playgrounds?
• How do engineers design solutions to slow erosion or redirect water so that people and places are safer?
• How can we ask questions, make observations, and gather information to define a simple problem that needs a new or improved tool or structure?
• How can we compare solutions and use evidence from our models to decide which one works better?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe how wind and water can move soil and sand, changing the shape of the land (natural process).
2. Ask questions and make observations about a local or pretend situation where erosion or extra water is a problem (e.g., muddy path, washing away soil on a hill).
3. Gather information from pictures, short readings, and models about different human solutions (rocks, walls, plants, drains, fences) that help slow erosion or redirect water.
4. Work with classmates to define a simple design problem (what we want to change, who it helps) that can be solved with a new or improved object or tool.
5. Build and test two or more solutions in a tray model and compare how well they slow erosion or redirect water, using simple notes and sketches.

Standards Alignment — 2nd Grade (NGSS-Aligned)

• 2-ESS2-1 — Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  • Example: Test a bare hill, a hill with rocks, and a hill with plants or fences to see which one erodes less.
• K-2-ETS1-1 — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved with a new or improved object or tool.
  • Example: Notice a muddy path or washed-out area on a playground and define a problem like, “How can we keep the soil from washing away here?”

Success Criteria — Student Language

• I can tell how wind and water can move soil and sand and change the shape of the land.
• I can ask questions and make observations about a place where erosion or extra water is a problem.
• I can name and describe at least two different solutions (like rocks, plants, walls, or drains) that help slow erosion or redirect water.
• I can help my group define a design problem that says what we want to change or fix and who it helps.
• I can compare solutions in our tray model and explain which one worked better and why, using my observations.