Snapshot 4.1. Understanding Erosion
Integrated ELA and Science in Grade TwoIn small groups, second graders engage in a hands-on science activity in which they pour
water on mounds of sand and dirt in order to understand erosion. They change the amount
of water and the number of times they pour water on the same mound, observing closely the
effects on the sand and dirt. The experience draws “oohs” and “ahhs” from the children who
enthusiastically discuss their observations. “Look at the big valley that created!” “Look where
all the sand is going! There is almost none left on the mound!” Then the children individually
write notes and draw sketches with labels in their journals. Students check with a peer to
determine if their entries make sense. Throughout the activity and the journal writing, their
teacher, Mrs. Dubois, circulates and supports students as needed. She prompts their use of
domain specific vocabulary (e.g., erosion, runoff, deposition) in their discussions. She knows
which students will need assistance recording their thoughts. She encourages individuals to
add detail to their entries.
Later the students view Web pages on the topic of erosion, including some animations
their teacher and the teacher librarian located, and they explore the images and text in books
about erosion. They demonstrate their understandings of the content they have researched by
engaging in a discussion with the teacher and peers. Mrs. Dubois’s observations of students’
understandings is supplemented by a few carefully planned questions designed to elicit
statements about the students’ findings.
In small teams, and with guidance from the teacher and other adults, the children use
digital cameras to take photographs of erosion on their school grounds. The photographs
include images of small valleys created by rain runoff and a wearing down of the asphalt
where there is high foot or vehicle traffic. The students insert the photos into a digital
presentation using software such as PowerPoint, Keynote, or Prezi and add language to
explain the images. A rubric for evaluating digital presentations by second graders had been
shared and discussed previously. Children referred to it as they created their presentations
and the teacher used it to provide feedback on drafts. The children share their final digital
presentations with a neighboring class and enthusiastically decide to post it on the class Web
page for families to view.CA CCSS for ELA/Literacy: RI.1.7; W.1.2, 6; SL.1.2, 5; L.1.1–3, 6
Related CA Next Generation Science Standard:
2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
[Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes,
which happen quickly and erosion of rocks, which occurs slowly.]Grade 2 Chapter 4 | 331