Grade 2
CPSD Science Curriculum Guide
2017 – 2018
Domain: Earth Science
Unit 3: Earth’s Systems: Processes that Shape the Earth
Unit Overview
In this unit of study, students are able to use information and models to identify and represent the shapes and kinds of
land and bodies of water in an area and where water is found on Earth. In the second grade performance expectations,
students are expected to demonstrate grade-appropriate proficiency in developing and using models and obtaining,
evaluating, and communicating information. Students are expected to use these practices to demonstrate
understanding of the core ideas.
Science and Engineering Practices
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Crosscutting Concepts
Developing and Using Models
Constructing Explanations & Designing Solutions
Obtaining, Evaluating, & Communicating Info
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Patterns
Stability and Change
Guiding Questions for this Unit:
1.
2.
3.
4.
5.
6.
7.
What Is on Earth's Surface?
What Kinds of Land and Water Are Found on Earth?
How Do Maps Show Land and Water?
How Does Earth's Surface Change?
How Do Earthquakes and Volcanoes Change the Land?
How Do Wind and Water Change the Land?
How Can Problems Caused by Wind and Water Be Solved?
Cross-Curricular Connections:
Reach for Reading: Unit 3: Water for Everyone (Aligned with Science: Water Cycle, Water as a Natural Resource)
Reach for Reading: Unit 5:Everything Changes (Aligned with Science: Seasons and Weather)
Common Core Connections Identified within the NGSS Performance Expectations for this Unit:
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ELA/Literacy
RI.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of
key details in a text. (2-ESS1-1)
RI.2.3 - Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text. (2-ESS1-1), (2-ESS2-1)
RI.2.9 - Compare and contrast the most important points presented by two texts on the same topic. (2-ESS2-1)
SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other
media. (2-ESS1-1)
SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and feelings. (2-ESS2-2)
W.2.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers. (2-ESS1-1), (2-ESS2-3)
W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a
report; record science observations). (2-ESS1-1)
W.2.8 - Recall information from experiences or gather information from provided sources to answer a question. (2-ESS11), (2-ESS2-3)
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Mathematics
2.MD.B.5 - Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same
units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to
represent the problem. (2-ESS2-1)
2.NBT.A - Understand place value. (2-ESS1-1)
2.NBT.A.3 - Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2-ESS2-2)
MP.2 - Reason abstractly and quantitatively. (2-ESS1-1), (2-ESS2-1), (2-ESS2-2)
MP.4 - Model with mathematics. (2-ESS1-1), (2-ESS2-1), (2-ESS2-2)
MP.5 - Use appropriate tools strategically. (2-ESS2-1)
Unit 3:NGSS Earth Science
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Grade 2
CPSD Science Curriculum Guide
2017 – 2018
NGSS Performance Expectation Notes
2-ESS1-1
Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
SEP: Constructing explanations and designing
DCI: History of Planet Earth:
CCC: Stability and
solutions:
Some events happen very quickly; others Change:
Make observations from several sources to construct occur very slowly, over a time period
Things may
an evidence-based account for natural phenomena.
much longer than one can observe.
change slowly or
rapidly.
What this could look like in the classroom:
Throughout the course of the unit, have students keep track (graphic organizer, anchor chart, etc.) of both short-term
(e.g., volcanic eruptions and earthquakes) and long-term (rock erosion) Earth events. Experience with earth events
should be hands-on, through reading, and through media to accomplish the “from several sources” part of the PE. At
the end, have them construct an explanation, based on evidence (perhaps a CER) that some Earth events happen
quickly and some slowly. You could also collectively graph the time the changes take to occur.
Possible Learning Targets:
 I can use several sources to make observations about how Earth events can occur quickly or slowly. (GQ4/5)
 I can give examples of which Earth events happen quickly or slowly. (GQ4/5)
 I can describe how Earth’s surface changes over time. (GQ4/5)
 I can predict how a volcano might change Earth’s surface. (GQ4/5)
 I can graph the time Earth’s changes take to occur. (GQ4/5)
Assessment: The NGSS evidence statements describe the observable features of students’ performances by the end of
the grade. Assessment boundary: Assessment does not include quantitative measurements of timescales.
2-ESS2-1
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the
land.
SEP: Constructing
DCI: Earth Materials and Systems:
CCC: Stability and
explanations and
Wind and water can change the shape of the land.
Change
designing solutions:
Optimizing the Design Solution
Things may
Compare multiple
Because there is always more than one possible solution to a
change slowly or
solutions to a problem.
problem, it is useful to compare and test designs.
rapidly
What this could look like in the classroom:
Students could conduct stream table investigations to test out different solutions to prevent water erosion (for
logistics, you could assign each group a solution to investigate or let them pick from a list….you’d want several
solutions covered so you can get at the SEP in this performance expectation). Alternatively, students could do an
online simulation (like the one in the resources), or gather information about different solutions from texts (maybe in a
jigsaw format). Regardless of the format, teachers should ask students to describe how the water changed the land for
each solution, and how quickly the change occurred. Ideally, these would be compared to a control without the
solutions.
Possible Learning Targets:
 I can explain how water and wind can change the shape of the land over time. (GQ6)
 I can compare solutions to problems caused by wind and water. (GQ6/7)
 I can compare how quickly water changes the land for different solutions. (GQ6/7)
Assessment: The NGSS evidence statements describe the observable features of students’ performances by the end of
the grade. Assessment boundary: None
Unit 3:NGSS Earth Science
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Grade 2
CPSD Science Curriculum Guide
2017 – 2018
2-ESS2-2
Develop a model to represent the shapes and kinds of land and bodies of water in an area
SEP: Developing and Using Models
DCI: Plate Tectonics and Large-Scale CCC: Patterns
Modeling in K–2 builds on prior experiences and progresses System Interactions
Patterns in the
to include using and developing models (i.e., diagram,
Maps show where things are located. natural world can
drawing, physical replica, diorama, dramatization, or
One can map the shapes and kinds of be observed.
storyboard) that represent concrete events or design
land and water in any area.
solutions.
What this could look like in the classroom:
Students should observe maps and develop a model of where land and water is usually located in an area. Students
should be asked to describe patterns, for example, in where rivers are usually located. A model could be a 3-D one that
shows where certain landforms are located, or could be a drawing (e.g., cross section or bird’s eye view) that teachers
give, with students identifying where certain features are likely to be found.
Possible Learning Targets:
 I can describe patterns in the types of bodies of water and landforms that can be found in the natural world.
(GQ1/2/3)
 I can draw/diagram the shapes and kinds of land and bodies of water found in an area. (GQ1/2/3)
 I can observe and identify patterns among the locations of certain landforms and bodies of water. (GQ1/2/3)
 I can develop a model to represent landforms and bodies of water on Earth’s surface. (GQ1/2/3)
Assessment: The NGSS evidence statements describe the observable features of students’ performances by the end of
the grade. Assessment boundary: Assessment does not include quantitative scaling in models.
2-ESS2-3
Obtain information to identify where water is found on Earth and that it can be solid or liquid.
SEP: Obtaining, Evaluating, and Communicating
DCI: The Roles of Water in Earth’s
CCC: Patterns
Information
Surface Processes
Patterns in the
Obtaining, evaluating, and communicating information in K– Water is found in the ocean, rivers,
natural world
2 builds on prior experiences and uses observations and
lakes, and ponds. Water exists as solid can be
texts to communicate new information.
ice and in liquid form.
observed.
What this could look like in the classroom:
This PE flows nicely from the previous one, as it is specifically about the location of water on earth. Students should
observe maps, read texts, and watch videos in order to gather information about where the water is located on earth.
Students should be guided to gain an appreciation that water is both frozen and liquid, and found as fresh and
saltwater. Students should be asked to identify patterns in where the water is located.
Possible Learning Targets:
 I can identify patterns in where water is found on Earth’s surface. (GQ2/3)
 I can use maps to determine where bodies of water are located. (GQ2/3)
 I can compare the types of bodies of water (e.g. rivers, lakes, ponds, and the ocean). (GQ2/3)
 I can observe patterns of where solid or liquid water can be found on the Earth. (GQ2/3)
Assessment: The NGSS evidence statements describe the observable features of students’ performances by the end of
the grade. Assessment boundary: None
Unit 3:NGSS Earth Science
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Grade 2
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 2nd Grade Earth Science Concepts
Guiding Question 1: What Is on Earth's Surface?
Science & Engineering
Practices
Cross Cutting
Concepts
Developing & Using
Models
Patterns
Engage
Performance Expectations (PE)
(eliciting background knowledge & misconceptions)
2-ESS2-2. Develop a model to represent
the shapes and kinds of land and bodies
of water in an area.
What Is on Earth's Surface?
Class Discussion, Public charting or individual
student journal responses
2-ESS2-3. Obtain information to identify
where water is found on Earth and that
it can be solid or liquid.
Keeley Formative Assessment Probes:
What makes up a Mountain?
Explore
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
Disciplinary Core Ideas (DCI)
ESS2.B: Plate Tectonics and Large-Scale
System Interactions
Maps show where things are located. One
can map the shapes and kinds of land and
water in any area. (2-ESS2-2)
ESS2.C: The Roles of Water in Earth’s
Surface Processes
Water is found in the ocean, rivers, lakes,
and ponds. Water exists as solid ice and in
liquid form. (2-ESS2-3)
A-Z
Non-fiction Book: Earth’s Surface
Investigation Pack: Bodies of Water
Quickread: Caves, Islands
Focus Books: Valleys, Wonderful Water, Land
Under Water
Digital Resources
Easy Science for Kids: Bodies of Water
PBS: Major Landforms (Image)
National Geographic: Mapping Landforms (3rd)
BBC: 15 Most Amazing Landforms
NGSS Hub: Lessons aligned to the PEs in this unit.
Explain/Evaluate
Obtaining, Evaluating,
& Communicating
Information
(students answer question in C-E- R format)
What Is on Earth's Surface?
Class Discussion, Public charting or individual
student journal responses
Possible Learning Targets:
I can describe patterns in the types of bodies of water and landforms that can be found in the natural world.
(GQ1/2/3)
I can draw/diagram the shapes and kinds of land and bodies of water found in an area. (GQ1/2/3)
I can observe and identify patterns among the locations of certain landforms and bodies of water. (GQ1/2/3)
I can develop a model to represent landforms and bodies of water on Earth’s surface. (GQ1/2/3)
NOTES: In this unit of study, students look for patterns as they identify where water is found on Earth and explore the
shapes and kinds of land and bodies of water found in an area. Students also develop models to identify and represent the
shapes and kinds of land and bodies of water in an area.
To begin this unit’s progression of learning, students identify where water is found on Earth and whether it is solid or liquid.
Using texts, maps, globes, and other resources (including appropriate online resources), students will observe that water is
found in liquid form in oceans, rivers, lakes, and ponds. They also discover that water exists as a solid in the Earth’s
snowcaps and glaciers.
After students identify where water is found on the Earth, they take a closer look at bodies of water and landforms that can
be found in the natural world. Using firsthand observations and media resources, students should look for patterns among
Unit 3:NGSS Earth Science
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Grade 2
CPSD Science Curriculum Guide
2017 – 2018
the types of landforms and bodies of water. For example, students should notice that mountains are much taller and more
rugged than hills, lakes are an enclosed body of water surrounded by land, and streams flow across land and generally end
at a larger body of water, such as a lake or the ocean. Students should also have opportunities to use maps to determine
where landforms and bodies of water are located. As students become more familiar with the types and shapes of
landforms and bodies of water, they develop models to represent the landforms and bodies of water found in an area. For
example, students can draw/create a map of the area of the state in which they live, showing various landforms (e.g., hills,
coastlines, and islands) and bodies of water (e.g., rivers, lakes, ponds, and the ocean). Teachers should keep in mind that
assessment does not include quantitative scaling of models (an accurate proportional relationship with the real world).
Unit 3:NGSS Earth Science
Clover Park School District
4/26/2017 10:29 AM
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Grade 2
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 2nd Grade Earth Science Concepts
Guiding Question 2: What Kinds of Land and Water Are Found on
Science & Engineering
Cross Cutting
Practices
Concepts
Earth?
Engage
Performance Expectations (PE)
(eliciting background knowledge & misconceptions)
2-ESS2-2. Develop a model to represent
the shapes and kinds of land and bodies
of water in an area.
What Kinds of Land and Water Are Found on
Earth?
Class Discussion, Public charting or individual
student journal responses
2-ESS2-3. Obtain information to identify
where water is found on Earth and that
it can be solid or liquid.
Explore
Disciplinary Core Ideas (DCI)
ESS2.B: Plate Tectonics and Large-Scale
System Interactions
Maps show where things are located. One
can map the shapes and kinds of land and
water in any area. (2-ESS2-2)
ESS2.C: The Roles of Water in Earth’s
Surface Processes
Water is found in the ocean, rivers, lakes,
and ponds. Water exists as solid ice and in
liquid form. (2-ESS2-3)
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
A-Z
Non-fiction Book: Earth’s Surface
Investigation Pack: Bodies of Water
Quickreads: Caves, Islands
Focus Books: Valleys, Wonderful Water, Land
Under Water
Digital Resources
Easy Science for Kids: Bodies of Water
PBS: Major Landforms (Image)
National Geographic: Mapping Landforms (3rd)
BBC: 15 Most Amazing Landforms
Interactive Map of US Landforms
NGSS Hub: Lessons aligned to the PEs in this unit.
Explain/Evaluate
Developing & Using
Models
Patterns
Obtaining, Evaluating,
& Communicating
Information
(students answer question in C-E- R format)
What Kinds of Land and Water Are Found on
Earth?
Class Discussion, Public charting or individual
student journal responses
Possible Learning Targets:
I can describe patterns in the types of bodies of water and landforms that can be found in the natural world.
(GQ1/2/3)
I can draw/diagram the shapes and kinds of land and bodies of water found in an area. (GQ1/2/3)
I can observe and identify patterns among the locations of certain landforms and bodies of water. (GQ1/2/3)
I can develop a model to represent landforms and bodies of water on Earth’s surface. (GQ1/2/3)
NOTES:
Students should also have opportunities to use maps to determine where landforms and bodies of water are
located. As students become more familiar with the types and shapes of landforms and bodies of water, they
develop models to represent the landforms and bodies of water found in an area. For example, students can
draw/create a map of the area of the state in which they live, showing various landforms (e.g., hills, coastlines,
and islands) and bodies of water (e.g., rivers, lakes, ponds, and the ocean). Teachers should keep in mind that
assessment does not include quantitative scaling of models (an accurate proportional relationship with the real
world).
Unit 3:NGSS Earth Science
Clover Park School District
4/26/2017 10:29 AM
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Grade 2
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 2nd Grade Earth Science Concepts
Science & Engineering
Practices
Guiding Question 3: How Do Maps Show Land and Water?
Performance Expectation (PE)
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
2-ESS2-2. Develop a model to represent
the shapes and kinds of land and bodies
of water in an area.
How Do Maps Show Land and Water?
Class Discussion, Public charting or individual
student journal responses
Explore
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
Disciplinary Core Idea (DCI)
ESS2.B: Plate Tectonics and Large-Scale
System Interactions
Maps show where things are located. One
can map the shapes and kinds of land and
water in any area. (2-ESS2-2)
A-Z
Non-fiction Book: Earth’s Surface
Investigation Pack: Bodies of Water
Quickread: Caves
Quickread: Islands
Focus Books: Valleys, Land Under Water
Developing & Using
Models
Patterns
Digital Resources
Easy Science for Kids: Bodies of Water
PBS: Major Landforms (Image)
National Geographic: Mapping Landforms (3rd)
Interactive Map of US Landforms
NGSS Hub: Lessons aligned to the PEs in this unit.
Explain/Evaluate
(students answer question in C-E- R format)
How Do Maps Show Land and Water?
Class Discussion, Public charting or individual
student journal responses
Possible Learning Targets:
I can describe patterns in the types of bodies of water and landforms that can be found in the natural world.
(GQ1/2/3)
I can draw/diagram the shapes and kinds of land and bodies of water found in an area. (GQ1/2/3)
I can observe and identify patterns among the locations of certain landforms and bodies of water. (GQ1/2/3)
I can develop a model to represent landforms and bodies of water on Earth’s surface. (GQ1/2/3)
Unit 3:NGSS Earth Science
Clover Park School District
4/26/2017 10:29 AM
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Grade 2
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 2nd Grade Earth Science Concepts
Science & Engineering
Practices
Guiding Question 4: How Does Earth's Surface Change?
Performance Expectations (PE)
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
2-ESS1-1. Use information from several
sources to provide evidence that Earth
events can occur quickly or slowly.
2-ESS2-1. Compare multiple solutions
designed to slow or prevent wind or
water from changing the shape of the
land.*
How Does Earth's Surface Change?
Class Discussion, Public charting or individual
student journal responses
Explore
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
FOSS
Water (3rd): Investigation 1: Water Observations
(water flowing downhill and outside)
Disciplinary Core Ideas (DCI)
ESS1.C: The History of Planet Earth
Some events happen very quickly; others
occur very slowly, over a time period much
longer than one can observe. (2-ESS1- 1)
ESS2.A: Earth Materials and Systems
Wind and water can change the shape of
the land. (2-ESS2-1)
Stability and
Change
Constructing
Explanations &
Designing Solutions
A-Z
Non-fiction Book: Earth’s Surface
Focus Book: Arches National Park
Focus Book: Impact Craters
Focus Book: Along the Coast
Process Activity: Erosion Control
Science
Addresses
Questions About
the Natural and
Material World
Digital Resources
Shoreline Animation and Interactive Save My
Beach
BBC: Erosion
NGSS Hub: Lessons aligned to the PEs in this unit.
Explain/Evaluate
Scientists study
the natural and
material world.
(students answer question in C-E- R format)
How Does Earth's Surface Change?
Class Discussion, Public charting or individual
student journal responses
Possible Learning Targets:
I can use several sources to make observations about how Earth events can occur quickly or slowly. (GQ4/5)
I can give examples of which Earth events happen quickly or slowly. (GQ4/5)
I can describe how Earth’s surface changes over time. (GQ4/5)
I can predict how a volcano might change Earth’s surface. (GQ4/5)
I can graph the time Earth’s changes take to occur. (GQ4/5)
Unit 3:NGSS Earth Science
Clover Park School District
4/26/2017 10:29 AM
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Grade 2
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 2nd Grade Earth Science Concepts
Guiding Question 5: How Do Earthquakes and Volcanoes Change Science & Engineering Cross Cutting
Practices
Concepts
the Land?
Performance Expectation (PE)
Engage
(eliciting background knowledge & misconceptions)
2-ESS1-1. Use information from several
sources to provide evidence that Earth
events can occur quickly or slowly.
How Do Earthquakes and Volcanoes Change the
Land?
Class Discussion, Public charting or individual
student journal responses
Explore
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
Disciplinary Core Idea (DCI)
ESS1.C: The History of Planet Earth
Some events happen very quickly; others
occur very slowly, over a time period much
longer than one can observe. (2-ESS1- 1)
Constructing
Explanations &
Designing Solutions
A-Z
Non-fiction Book: Earth’s Surface
Focus Book: Arches National Park
Focus Book: Impact Craters
Process Activity: Erosion Control
Stability and
Change
Digital Resources:
BBC: Erosion
NGSS Hub: Lessons aligned to the PEs in this unit.
Explain/Evaluate
(students answer question in C-E- R format)
How Do Earthquakes and Volcanoes Change the
Land?
Class Discussion, Public charting or individual
student journal responses
Possible Learning Targets:
I can use several sources to make observations about how Earth events can occur quickly or slowly. (GQ4/5)
I can give examples of which Earth events happen quickly or slowly. (GQ4/5)
I can describe how Earth’s surface changes over time. (GQ4/5)
I can predict how a volcano might change Earth’s surface. (GQ4/5)
I can graph the time Earth’s changes take to occur. (GQ4/5)
Unit 3:NGSS Earth Science
Clover Park School District
4/26/2017 10:29 AM
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Grade 2
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 2nd Grade Earth Science Concepts
Guiding Question 6: How Do Wind and Water Change the Land?
Science & Engineering
Practices
Cross Cutting
Concepts
Constructing
Explanations &
Designing Solutions
Patterns
Engage
Performance Expectations (PE)
(eliciting background knowledge & misconceptions)
2-ESS1-1. Use information from several
sources to provide evidence that Earth
events can occur quickly or slowly.
How Do Wind and Water Change the Land?
Class Discussion, Public charting or individual
student journal responses
2-ESS2-1. Compare multiple solutions
designed to slow or prevent wind or
water from changing the shape of the
land.
Explore
2-ESS2-3. Obtain information to identify
where water is found on Earth and that
it can be solid or liquid.
Disciplinary Core Ideas (DCI)
ESS1.C: The History of Planet Earth
Some events happen very quickly; others
occur very slowly, over a time period
much longer than one can observe. (2ESS1-1)
ESS2.A: Earth Materials and Systems
Wind and water can change the shape of
the land. (2-ESS2-1)
ESS2.C: The Roles of Water in Earth’s
Surface Processes
Water is found in the ocean, rivers, lakes,
and ponds. Water exists as solid ice and
in liquid form. (2-ESS2-3)
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
FOSS
Water (3rd): Investigation 1: Water Observations
(water flowing downhill and outside)
A-Z
Non-fiction Book: Earth’s Surface
Focus Book: Arches National Park
Focus Book: Impact Craters
Focus Book: Along the Coast
Focus Book: Wonderful Water
Process Activity: Erosion Control
Investigation Pack: Bodies of Water
Obtaining, Evaluating,
& Communicating
Information
Digital Resources
Shoreline Animation and Interactive Save My
Beach
BBC: Erosion
NGSS Hub: Lessons aligned to the PEs in this unit.
Stability and
Change
Explain/Evaluate
(students answer question in C-E- R format)
How Do Wind and Water Change the Land?
Class Discussion, Public charting or individual
student journal responses
Possible Learning Targets:
I can explain how water and wind can change the shape of the land over time. (GQ6)
I can compare solutions to problems caused by wind and water. (GQ6/7)
I can compare how quickly water changes the land for different solutions. (GQ6/7)
Unit 3:NGSS Earth Science
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Grade 2
CPSD Science Curriculum Guide
2017 – 2018
A Teaching Sequence Towards Mastery of 2nd Grade Earth Science Concepts
Guiding Question 7: How Can Problems Caused by Wind and
Science & Engineering
Cross Cutting
Practices
Concepts
Water Be Solved?
Engage
Performance Expectation (PE)
(eliciting background knowledge & misconceptions)
2-ESS2-1. Compare multiple solutions
designed to slow or prevent wind or
water from changing the shape of the
land.*
How Can Problems Caused by Wind and Water
Be Solved?
Class Discussion, Public charting or individual
student journal responses
Explore
Disciplinary Core Ideas (DCI)
ESS2.A: Earth Materials and Systems
Wind and water can change the shape of
the land. (2-ESS2-1)
ETS1.C: Optimizing the Design
Solution
Because there is always more than one
possible solution to a problem, it is useful
to compare and test designs. (secondary
to 2-ESS2-1)
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
FOSS
Water (3rd): Investigation 1: Water Observations
(water flowing downhill and outside)
Constructing
Explanations &
Designing Solutions
A-Z
Non-fiction Book: Earth’s Surface
Focus Book: Along the Coast
Process Activity: Erosion Control
Stability and
Change
Digital Resources
Shoreline Animation and Interactive Save My
Beach
BBC: Erosion
NGSS Hub: Lessons aligned to the PEs in this unit.
Explain/Evaluate
(students answer question in C-E- R format)
How Can Problems Caused by Wind and Water
Be Solved?
Class Discussion, Public charting or individual
student journal responses
Possible Learning Targets:
I can explain how water and wind can change the shape of the land over time. (GQ6)
I can compare solutions to problems caused by wind and water. (GQ6/7)
I can compare how quickly water changes the land for different solutions. (GQ6/7)
Unit 3:NGSS Earth Science
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