South Dakota Science 2-ESS2-1

Science2nd GradeEarth and Space Science

The Standard

Compare multiple solutions to develop a model designed to slow or prevent wind or water from changing the shape of the land. (SEP: 6; DCI: ESS2.A, ETS1.C; CCC: Stability/Change) Alignment may include K-2-ETS1-3

South Dakota Science Standards (2024) · Earth’s Systems

Teacher's field guide

What This Standard Means

What Students Need to Do: Students test how wind or water moves sand. They compare at least two barriers, then build a small land model using a barrier that kept more sand in place.
What Mastery Looks Like: A student tests two barriers with the same amount of water and identifies which tray lost less sand. They build a slope model with the better barrier and explain their choice using the test results.
Common Misconceptions: Students may think a wall stops all erosion, even when water flows around its ends. They may compare trays poured with different amounts of water and credit the barrier for the difference.
How to Assess It: Exit ticket: A rock wall kept most sand in place, while a sponge strip let more sand wash away. Draw a slope with the better barrier and explain your choice.

Lesson moves

Ways to Teach It

Build three tilted sand trays: bare sand, a pebble wall, and a sponge strip; add equal water and compare soil lost.
Ask, 'Which barrier kept more sand in place? What did you see?' Have partners write two sentences naming their choice and evidence.
Give teams before-and-after tray pictures; have them rank barriers by sand lost, then sketch a stronger barrier.
Show a photo of a washed-out playground slope; students draw where to place rocks or grass and explain how it would slow runoff.

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