This unit builds toward the following NGSS Performance Expectations (PEs):

• 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.
• K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

This unit builds towards the following Disciplinary Core Ideas (DCIs):

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

ESS2.A Earth Materials & Systems

• Wind and water can change the shape of the land.

ETS1.A Defining and Delimiting Engineering Problems

• A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Before beginning to design a solution, it is important to clearly understand the problem. Asking questions, making observations, and gathering information are helpful in thinking about problems.

ETS1.B Developing Possible Solutions

• Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.

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.

This unit intentionally develops students’ engagement in these practice elements:

Asking Questions and Defining Problems

• Ask questions based on observations to find more information about the natural and/or designed world(s). (AQDP-P1)
• Define a simple problem that can be solved through the development of a new or improved object or tool. (AQDP-P3)

Developing and Using Models

• Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). (MOD-P3)
• Develop a simple model based on evidence to represent a proposed object or tool. (MOD-P4)

Engaging in Argument from Evidence

• Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence. (ARG-P7)

Constructing Explanations and Designing Solutions

• Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (CEDS-P1)
• Generate and/or compare multiple solutions to a problem. (CEDS-P3)

Analyzing and Interpreting Data

• Record information (observations, thoughts, and ideas). (DATA-P1)
• Use and share pictures, drawings, and/or writings of observations. (DATA-P2)
• Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems. (DATA-P3)
• Compare predictions (based on prior experiences) to what occurred (observable events). (DATA-P4)
• Analyze data from tests of an object or tool to determine if it works as intended. (DATA-P5)

In this unit, there are opportunities to practice the following Science and Engineering Practices:

• Planning and Carrying Out Investigations
• Obtaining, Evaluating, and Communicating Information

This unit intentionally develops students’ engagement in these Crosscutting Concepts:

Patterns

• Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (PAT-P1)

Stability and Change

• Things may change slowly or rapidly. (SC-P2)

Structure and Function

• The shape and stability of structures of natural and designed objects are related to their function(s). (SF-P1)

In this unit, there are opportunities to practice the following Crosscutting Concepts:

• Cause and Effect
• Scale, Proportion, and Quantity

This unit makes these connections to the Nature of Science:

• Science investigations begin with a question.
• Scientists look for patterns and order when making observations about the world.
• Scientists use different ways to study the world.
• Scientists use drawings, sketches, and models as a way to communicate ideas.
• Science knowledge can change when new information is found.
• People of diverse backgrounds are scientists and engineers.

The anchoring phenomenon for this unit is a puzzling newscast about land changing shape. Students have the opportunity to try and explain how land by the side of a road seemingly changed shape without people or other animals moving it and expand to related phenomena that they find of land changing shape in their communities. Over the course of the first lesson set (Lessons 1-6), students figure out that the land has been moved by wind and water, changing the shape of the land by the side of the road, and also compare that change to their related phenomena, allowing for a stronger connection to their communities and experiences. Students also learn that this change happens at different speeds to different types of land. In Lesson Set 2 (Lessons 7-10), students use what they have figured out about land changing shape to build a design solution to help solve a community land change problem. This problem and possible solutions for land changing shape in their communities drive this unit. Students will have the opportunity to design, build, and test engineering solutions for a land change issue in their own communities. This phenomenon was chosen as the unit anchor for the following reasons:

• This unit is based on SOLID Start’s Disappearing Dunes (solidstart.msu.edu), where children worked to examine the causes of changes to sand dunes over time and developed engineering solutions to prevent erosion. This unit was pilot-tested in multiple classrooms over several years.
• The phenomenon was modified from the original phenomenon of changing sand dunes to focus on land changing shape in a newscast. The scenarios in the newscast are scenarios that students from many different areas of the country can identify with, and the instance of the land next to the road changing shape has likely been seen in real life by many students.
• The newscast created a context for authentic reasons to ask questions about this problem. It also motivated the need to build and use models to look for patterns in how land changes over time and to engage in engineering design to work on solutions to the problem of land changing in our communities. In addition, the multiple scenarios in the newscast make it possible for students to consider related examples of land change around them and to identify a more relevant and local problem to solve in the second lesson set.

This unit is composed of two lesson sets, which are summarized in the table below.

The goal of integrating literacy within OpenSciEd units is to offer opportunities for practicing reading, writing, speaking, and listening to support science learning. Literacy is fundamental to science because reading, writing, speaking, and listening are the primary means for students to understand and communicate their science ideas. Students use oral (speaking, listening) and written (reading, writing) language to communicate their science ideas and to support their ongoing science sensemaking. Literacy integration throughout the program also helps students learn how to use their oral and written language in a way that mirrors the work of scientists and engineers. The unit teacher materials contain tables that explain the different types of books and texts that students will engage with across the unit to support their sensemaking. 

ELA standards are also integrated throughout the unit to highlight the link between literacy and science for teachers and students. Many ELA standards are incorporated into lessons as needed for specific science learning objectives and teacher guides for those lessons include explicit support for teachers and/or students around connecting to those standards. See the Unit Connections to the Common Core Standards matrix for details about where these specific ELA connection standards happen and how they are used to support the science work in those lessons.

The goal of integrating mathematics in the OpenSciEd units is to build a strong base of knowledge to reinforce and strengthen science learning. Mathematics integration is intentional–to help the storyline along, clarify pieces of the puzzle students are figuring out, or provide students with tools to highlight, analyze, model, and interpret important patterns in the data they are exploring. Mathematical practices (MP2, MP3, MP4, MP6), along with crosscutting concepts, are employed throughout the unit to develop student understanding of science ideas and deepen science practices. In this unit, students will add and subtract within 20 (part of 2.OA.B.2) and compare numbers (part of 2.NBT.A.4) to make sense of how wind and water affect land movement in Lessons 3 and 5. Additionally, students will recognize and draw shapes to show how land is changing (part of 2.G.A.1) in Lessons 8 and 9. See the Teacher Handbook for additional support and differentiation options.

Math standards are incorporated into lessons as needed for specific science learning objectives, and teacher guides for those lessons include explicit support for teachers and/or students around connecting to those standards. See the Unit Connections to the Common Core Standards matrix for details about where these specific math standard connections happen and how they are used to support the science work in those lessons. These standards are indicated on that matrix with an asterisk (✱).

• Whitney Mills, Unit Lead, BSCS Science Learning
• Amelia Gotwals, Field Test Unit Lead, Michigan State Lead
• Dani Huels, Field Test Unit Lead, Michigan State University
• Tommy Clayton, Writer and Reviewer, Northwestern University
• Kevin Cherbow, Writer, BSCS Science Learning
• Carly Troy, Writer, Independent Consultant
• Gail Housman, Writer, Northwestern University
• Maggie DeMarse, Writer, Michigan State University
• Jamie Deutch Noll, Reviewer, BSCS Science Learning
• Amanda Dahl, Text Development Lead, Michigan State University
• Letty Garza, CLS Unit Support, The University of Texas at Austin
• Amy Johnson, Math & CLS Unit Support, The University of Texas at Austin
• Karin Klein, Coherence Reviewer, Independent Consultant
• Whitney Mills, PL Designer and Coherence Reviewer, BSCS Science Learning

• Gen Zoufal, Project Manager, Northwestern University
• Andie Murphy, Copy Editor, Independent Consultant
• Russell Leung, Copy Editor Independent Consultant
• Chris Moraine, Graphic Designer, BSCS Science Learning
• Becca Greer, Project Coordinator, BSCS Science Learning
• Ken Roy, Safety Consultant, National Safety Consultants, LLC

An integral component of OpenSciEd’s development process is external validation of alignment to the Next Generation Science Standards by the NSTA using the EQuIP Rubric for Science. We are proud that this unit has earned the highest score and rating available and has been awarded the NSTA NGSS 3D Design Badge. You can find additional information and read this unit’s review on NSTA’s website.