Unit Plan 35 (Grade 2 Science): STEM Capstone—Earth, Life & Matter

Focus: Integrate understanding of matter, plants, landforms, and water into one comprehensive model of an environment that shows materials, habitats, Earth events, and changes over time.

Grade Level: 2

Subject Area: Science (Physical Science • Life Science • Earth Science • STEM Design)

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

I. Introduction

In this STEM capstone unit, students act as young engineers and scientists to build a 3D model or large map of an environment that combines everything they have learned about matter, plants, landforms, and water. They choose or imagine a local-style place (schoolyard, park, neighborhood, or small “town”) and decide which materials to use for land, water, buildings, plants, and other features based on their properties.

Students show how plants grow and survive (sunlight, water, roots), how seeds are dispersed or pollinated, and how Earth events (fast and slow) and erosion solutions can change or protect the land. They revisit reversible vs. irreversible changes of materials and explain where water is found and in what state (liquid/solid). The week ends with a STEM Showcase, where groups present their integrated models and explain their science thinking.

Essential Questions

• How can we build one model that shows matter, plants, landforms, and water working together in an environment?
• Why is it important to choose materials with the right properties for different parts of a model (buildings, land, water, plant parts)?
• How do plants in our model get what they need to grow and survive (sunlight, water), and how do animals help with seeds and pollination?
• What fast and slow Earth changes could affect the land and water in our model, and how could people help protect the land from erosion or flooding?
• How can we use observations, data, and models to explain and show our science ideas to others?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Plan and conduct observations or simple tests to review and classify materials by their properties (hard/soft, flexible, absorbent, etc.) for use in their model (2-PS1-1).
2. Use evidence and past investigation notes to choose materials that are best suited for different model parts (land, water, buildings, plant parts) and explain why (2-PS1-2).
3. Show how objects can be disassembled and reassembled (e.g., blocks, pieces) to build new parts of the model and explain that they are made of a small set of pieces (2-PS1-3).
4. Give examples of reversible and irreversible changes (melting/freezing vs. burning/cooking) and connect at least one to materials used in their models (2-PS1-4).
5. Represent plant needs (sunlight, water, soil) in the model and/or with a small investigation setup (2-LS2-1).
6. Add or show seed dispersal/pollination features in the model using simple seed or pollinator models (2-LS2-2).
7. Include and describe living things (plants, animals) in at least two different habitats in their model and compare the diversity of life (2-LS4-1).
8. Show or describe at least one fast Earth event (e.g., flood, landslide) and one slow change (e.g., erosion, layering) that might affect the land in their environment (2-ESS1-1).
9. Incorporate at least one solution designed to slow or prevent wind/water erosion, such as plantings or barriers (2-ESS2-1).
10. Use their model to represent landforms and bodies of water and explain where water is found and whether it is liquid or solid in some conditions (2-ESS2-2, 2-ESS2-3).
11. Create a STEM Capstone Model Display and explain how their model integrates Earth, Life, and Matter ideas using evidence from class work.

Standards Alignment — 2nd Grade (NGSS-Aligned)

• 2-PS1-1 — Plan and conduct an investigation to describe and classify materials by their observable properties.
  • Example: Test model materials (paper, cardboard, plastic, foil) for strength, flexibility, or absorbency before building.
• 2-PS1-2 — Analyze data from testing different materials to determine which are best suited for a purpose.
  • Example: Compare which material makes a better “riverbank” or “building wall” in the model.
• 2-PS1-3 — Make observations to construct an account of how an object made of a small set of pieces can be disassembled and made into a new object.
  • Example: Take apart and rebuild block structures to form new model features.
• 2-PS1-4 — Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
  • Example: Discuss melting/freezing water vs. cooking/burning food materials used near the model “town.”
• 2-LS2-1 — Plan and conduct an investigation to determine if plants need sunlight and water to grow.
  • Example: Reference ongoing plant investigations or include small plant cups showing sunlight/water conditions.
• 2-LS2-2 — Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
  • Example: Add seed “launchers” or pollinator paths as movable parts of the capstone model.
• 2-LS4-1 — Make observations of plants and animals to compare the diversity of life in different habitats.
  • Example: Represent two habitats (field vs. pond edge) in the model and add different plants/animals to each.
• 2-ESS1-1 — Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
  • Example: Show where a flood or landslide might happen quickly vs. slow erosion on a hillside in the model.
• 2-ESS2-1 — Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
  • Example: Add plantings or walls to protect steep slopes or riverbanks in the model.
• 2-ESS2-2 — Develop a model to represent the shapes and kinds of land and bodies of water in an area.
  • Example: Build hills, valleys, flat areas, rivers, ponds, and oceans in the capstone model.
• 2-ESS2-3 — Obtain information to identify where water is found on Earth and that it can be solid or liquid.
  • Example: Identify water in rivers, ponds, clouds/snow on mountains, and label as liquid or sometimes solid.

Success Criteria — Student Language

• I can choose and describe materials for my model based on their properties.
• I can show how plants in my model get sunlight and water and how animals can help with seeds or pollination.
• I can include different habitats in my model and show that each one has different plants and animals.
• I can show at least one fast Earth event and one slow change and how people might protect the land.
• I can explain my model to others and tell how it shows Earth, Life, and Matter ideas working together.