Subject

Science

Learning Objective

Students will understand what landforms are, identify how some natural forces change landforms over time, and compare the strength of different forces acting on the Earth’s surface.

Learning Standards

Next Generation Science Standards (NGSS) – While Common Core mainly covers ELA and Math, for Science the NGSS are widely adopted in many states and parallel Common Core approaches for 2nd grade science topics:

• ESS2.A: Earth’s Systems - 2-ESS2-1: Develop a model to represent the shapes and kinds of landforms and how they can be changed by natural forces (e.g., water, wind).
• ETS1.B: Developing Possible Solutions - 2-ESS2-2: Compare strengths of natural forces that change landforms (water erosion, wind erosion, weathering).

Common Core ELA Alignments:

• CCSS.ELA-LITERACY.RI.2.1: Ask and answer questions to demonstrate understanding of key details in a text.
• CCSS.ELA-LITERACY.W.2.2: Write informative/explanatory texts about the topic.
• CCSS.ELA-LITERACY.SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics.

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Key Vocabulary

• Landform
• Erosion
• Weathering
• Force
• Wind
• Water
• Strength
• Change

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Hook (Launch, Warm-Up) — 7 minutes

Activity: Show a large colorful picture of different landforms (mountains, valleys, hills, rivers, beaches).

• Ask: “What do you notice about these places? What makes them different?”
• Introduce the term landform and explain that these shapes can change slowly or quickly because of different natural forces like wind and water.
• Use a “magic wand” (teacher’s pointer or stick) to tap the pictures, saying “Landforms can change!”

Engage students’ curiosity with a simple question: “Can something like invisible forces like wind or water be strong enough to change huge mountains or beaches?”

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Learn (Explore) — 10 minutes

Mini-lesson (I Do) — 5 minutes

• Use a clear plastic container filled ¼ with sand and a small cup of water and a fan (or blowing air with paper).
• Explain: “This sand is like the Earth.”
• Slowly pour water over the sand to simulate water erosion, and blow air to simulate wind erosion.
• Show how water moves the sand particles and changes the shape of the "land."
• Explain: “Water can push and carry pieces of land away. Wind can also move small things like sand.”
• Define erosion and weathering in simple terms (“erosion means moving pieces away,” “weathering means breaking pieces apart”).

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Guided Practice (We Do) — 8 minutes

Group activity:

• Divide class into 3 small groups.
• Each group has a tray with dirt/sand, a small spray bottle for water, and a small handheld fan or straw to blow air.
• Teacher guides each group to experiment: spray water slowly and observe the dirt moving, then fan/blow air to notice movement.
• Ask students to discuss and record: “Which force was stronger in moving the dirt in your tray? Water or wind?”
• Teacher circulates to prompt ideas and encourages descriptive language ("Water washed away the dirt faster," "Wind moved the tiny sand grains").

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Independent Practice (You Do) — 10 minutes

Drawing and Writing:

• Students draw a landform and illustrate either wind or water erosion changing it in their science journal.
• Sentence starters provided: “I think _____ is stronger because _____.”
• Challenge: Write one question they have about landforms or forces that change Earth.

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Closing (Synthesis, Discuss) — 5 minutes

• Gather students and have a few volunteers share their drawings and sentences.
• Review key vocabulary, ask, “Which force did you think was strongest today? Why?”
• Summarize: “Landforms are changed by natural forces like water and wind. Sometimes one is stronger than the other, but they both work together to change the Earth.”

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Fluency Focus

• Practice oral fluency by using Nature’s “force words” during group and partner sharing.
• Use vocabulary in complete sentences.
• Encourage scientific thinking language: cause, effect, change, force, strength.

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Differentiation

• Provide sentence starters and vocabulary cards for English Language Learners and struggling writers.
• For advanced learners, offer to research one other natural force, such as ice or gravity, changing landforms.
• Use visual aids and hands-on materials to ensure multi-sensory engagement for various learners.

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Assessment (Cool Down) — 5 minutes

Exit Ticket:

• One question: “Name one way a landform can change.”
• One short sentence: “Is wind or water stronger in changing landforms? Why?”
• Teacher reviews responses to gauge understanding and identify students needing extra support.

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Teacher Notes

• Keep language age-appropriate and use real-world examples familiar to 2nd graders (beaches, playground hills).
• Reinforce the concept that changes are often slow but can be more visible in hands-on activities.
• Engage student interest with tactile exploration—kids learn best by doing.
• Connect with literacy standards through writing and discussion.

This lesson blends science with language arts and experiential learning, all grounded in widely accepted 2nd-grade standards widely aligned with Common Core practices and NGSS science expectations.