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Science Lesson Kit · Teacher Resource

How Water and Wind Change the Land — 5E Lesson Plan

Earth Science · 40 minutes

Grade 2

5E lesson flow

  1. 01

    Engage

    5 min

    Teacher Does

    Show a neutral sand slope and one marked water cup.

    Students Do

    Predict what might move and where it might collect.

    Ask

    • What should we watch for?

    Look For

    Attention to both channel and deposit.

  2. 02

    Explore

    10 min

    Teacher Does

    Run water on the neutral slope, then separately test Designs A and B under matched conditions.

    Students Do

    Record each result after it is revealed.

    Ask

    • Where did material move?

    Look For

    Movement rather than disappearance.

  3. 03

    Explain

    7 min

    Teacher Does

    Connect erosion, solution, evidence, compare, and wind to the model.

    Students Do

    Use the words to describe the observations.

    Ask

    • Which observation is evidence?

    Look For

    Model-specific evidence statements.

  4. 04

    Elaborate

    12 min

    Teacher Does

    Audit the constants, compare both result cards, and introduce a matched windbreak transfer.

    Students Do

    Recommend a design for this test and explain a wind comparison.

    Ask

    • What stayed the same?

    Look For

    All four matched conditions and cautious claims.

  5. 05

    Evaluate

    6 min

    Teacher Does

    Give a new water- or wind-solution sketch.

    Students Do

    Name the intended effect and evidence a fair test would collect.

    Ask

    • How would you compare it?

    Look For

    At least two solutions tested under matched conditions.

Student goal

I can observe moved land material and compare two solutions using the same test conditions.

Learning objectives

  • Describe how water or wind can move soil or sand and change the shape of model land.
  • Compare two or more solution designs using the same test conditions and evidence from what changed.

Materials

  • Two matching trays
  • Damp low-dust sand or soil substitute
  • Marked equal water containers
  • Two model solutions
  • Recording sheet
  • Optional teacher-controlled fan and large lightweight model pieces

Before class

  • Build matching starting slopes and shapes.
  • Mark equal water containers and one pour point.
  • Prepare a low barrier for Design A and a root-like strip or mesh for Design B.
  • Use no loose dust and keep water away from electronics.

Prior knowledge

  • Students know water can flow and air can move.
  • Students can compare before-and-after pictures.

Vocabulary

erosion
Movement of soil or rock from one place to another by water, wind, ice, or gravity.
wind
Moving air.
solution
A design or action meant to solve a problem.
evidence
Observations or measurements that help support an idea.
compare
To look for ways things are alike and different.

Differentiation

  • Use picture cards for channel and deposit.
  • Let students point before writing.
  • Provide the frame: Design __ slowed more change in this test because __.
  • For extension, propose another matched design.

Assessment

  • Check that material moved rather than vanished.
  • Check that only the solution changes.
  • Require a model-specific evidence statement.

Exit ticket

Which design slowed more land change in this test, and what observation supports your answer?

Extension

Sketch a second windbreak idea and list the fan setting and distance that must stay the same.