2nd Grade Earth Science
[Constructing and Reflecting] [Life Science] [Physical Science] [Earth Science] [Health]
What do you want students to:
know, do, be like?
How will you know if benchmarks have been achieved?
What possible instructional resources
could be used?
I (introduce), P (practice), M (master)
The following benchmarks can be found in UNIT C: Changes Over Time

Michigan Mineralogical Society
13629 Breezy Drive
Sterling Heights, MI 48313-2808

Labs & Activities


Print Material:

Field Trips:

  • Go to your local tile store to see how rocks can be used in everyday living.

IRC Activities:

  • IRC Activity Here

Units of Practice:
Each UOP, located on the Utica Learning Interchange (ULI), is developed by one of your colleagues, an experienced teacher, and exemplifies an approach to integrating technology into the teaching and learning process. Search the UOPs by Subject and Level or by Keyword.

  • UOP Links Here

Web Links

V.1.E.1 Describe major features of the earth's surface. P V.1.E.1

Students will illustrate and write descriptions of six or more major features of the Earth’s surface; or

Landform project: Students make landforms of flour, salt & water on tagboard, paint them and include map key.

background info

V.1.E.3 Describe natural changes in the earth's surface. SS I V.1.E.1

Each student will write a paragraph describing the cause and effect of changes in a pile of soil after a heavy rainstorm. Students will describe at least three changes including the process of erosion.
Note: Students should refer to the Real-World Context in MiClimb and include it in their answers.

V.1.E.4 Explain how rocks and fossils are used to understand the history of the earth. I V.1.E.4

Students will construct a labeled graphic representation of each shredded paper time period that identifies and labels the time periods. The graphic representation should visually demonstrate different lengths of time.

MiCLiMB Instructional Example

V.1.E.5 Describe uses of materials taken from the earth. SS P V.1.E.5

Students will select five objects found around school. (A bit of guidance will be needed here given that so many everyday objects are combinations of several materials (ex. brass, most clothing, wood. A teacher provided list would allow students to choose from appropriate objects.) Each student will create a booklet that illustrates each object and lists the Earth materials that were used to make the object.

The following benchmarks can be found in UNIT D: Solids, Liquids, & Gases
V.2.E.1 Describe how water exists on earth in three states. P V.2.E.1

Students will use the data collected in the Instructional Example to answer the focus question: “What are the different states of water on the Earth’s surface?” Students will include the different states of water on Earth and the data collected in the demonstration to write a summary paragraph.


V.2.E.2 Trace the path that rain water follows after it falls. Climates: SS P V.2.E.2

Students will draw and label the path of rainwater from a mountain or hillside to a lake.

Committee Members:
Danielle Bernier, Deanne Fisher, Pat Kelly, Sarah Pacifico, Rachel Vincler, Jane Winn, and Pat Massimino

Last Revised: Wed, Mar 10, 2004