Kellie Segraves, Grade 2

OUR SCHOOL IS LOSING GROUND

(A CREATIVE POBLEM SOLVING LESSON ON EROSION)
Grade Level: 2
Subject: Science
Duration: 8-10 days
TAG Objectives:
Creative Thinking & Creative Problem Solving Skills
3. Demonstrate skills in fluency and flexibility to solve problems or create
new products.
4. Develop original ideas, presentations, or products through synthesis and
evaluation.
5. Clarify, illustrate, or elaborate on an idea for product improvement.
9. Monitor and reflect on the creative process of problem solving for future
applications
Advanced Communication Skills:
1. The student uses written, spoken, and technological media to convey new
learning or challenge existing ideas.
2. The student produces written and/or oral work that is compiles,
purposeful, and organized, includes relevant supporting examples and
manipulation of language.
3. The student creates products and/or presentations that synthesize
information from diverse sources and communicate expertise to a variety of
authentic audiences.
7. The student responds to contributions of others, considering all available
information.
9. The student maintains a journal or log for self-reflection and/or selfevaluation.

10. The student supports and defends his/her own opinion while respecting
the opinions of others.
HO/CT Skills:
1. Ask probing, insightful, and relevant questions.
2. Respond to questions with supporting information that reflects an in-depth
knowledge of a topic.
3. Conducts comparisons using criteria.

Science Objective:
Recognize the changes to the earth in a specific area caused by the action of
weather, plants, and/or people.
Essential Question:
What are some causes and effects of erosion? Is there something we can do
to stop it?
Materials:
Soil, pitcher of water, cup with holes in bottom, tub, camera, response
packet, various materials for response projects (paper, poster board,
markers, computers, video camera).
SESSION ONE
Hook:
Create a mound of soil in the tub. Blow on the dirt to show that some of it
moves to another place in the tub. Then, use water poured through the cup
with holes to simulate rain. Have students notice how the dirt travels with
the water as it flows to the bottom of the mound. Explain that when rocks
and soil are carried from one place to another, this is called EROSION.
Erosion is happening all over the world, even at our school.
STEP ONE- FACT FINDING: Take a walk around the school and have
students point out examples of erosion and take pictures. When you come
back in, display the pictures on the projector and have students generate
ideas for possible causes of each example (rain, wind, flow from downspouts,

foot traffic, etc) . So are wind and rain the only causes of erosion? Did this
happen quickly or over time? Beginning tomorrow, we are going to look at
some of the problems erosion causes and see if we can solve some of those
problems.
Days 2-6 (students begin where they left off the day before)
Display and Explain the rules of Brainstorming: 1- Go for quantity, 2Wild and crazy ideas are okay, 3- Piggy-back on the ideas of others, 4- No
judgements
STEP TWO- PROBLEM FINDING: Split the children into groups of 4-5
students. Give each group a response packet and access to the pictures
taken in the first session. Brainstorm problems that could be caused by the
erosion that we saw. Create a How might we problem statement.
STEP THREE- IDEA FINDING: Students brainstorm solutions to the problem
in their problem statement.
STEP FOUR- SOLUTION FINDING: Analyze their ideas using criteria.
(Differentiation: challenge- generate own criteria)
STEP FIVE- ACCEPTANCE FINDING: Once the best solution is determined,
make a plan for implementation by using the How Can We Make This
Happen? and Step By Step Plan sheets.
CULMINATING ACTIVITY: students choose:
-Create a poster or flyer asking for volunteers or donations
-Create a newscast/commercial for volunteers or donations
-Write a letter to the principal explaining your project and asking for
permission/help
-Create a mock website telling about your proposed project
-Draw a detailed map of your plan with labels and a list of materials
needed
-Write a poem or song about your erosion solution
-Students may propose their own product
Follow Up Challenges:
Create a model of your plan to see if it would really work
Research erosion prevention to find out more solutions used in the real world
Research effects of erosion in other places in our community or around the
world

Interview a landscape architect to find out how they prevent erosion

Research the effects of erosion on the Grand Canyon

OUR SCHOOL IS LOSING GROUND

(A CREATIVE POBLEM SOLVING LESSON ON EROSION)
1

No questions
generated.

Can explain
erosion

Problems &
Problem
Statement

No problem
identified.

Problem(s) is
identified.

Can explain
erosion and list
at one or two
causes of
erosion
More than one
problem is
identified

Ideas for
Solving the
Problem

No reasonable
solutions
proposed.

Originality
(Problems &
Solutions)

No ideas given.

Analyze using
Criterea

No choice
made for
optimal
solution.
No planning
evident

Few
reasonable
solutions
proposed.
Few clever,
unique or
unusual ideas
are given.
Solution is
chosen without
use of criteria.

Some
reasonable
solutions
proposed.
Several clever,
unique or
unusual ideas
are given.
Solution is
chosen using
some criteria

Some
questions are
answered.
Some
planning, but
not complete

Most questions
are answered

Can explain
erosion and list
at least three
causes of
erosion
Problems listed
& problem
statement is
clear and
complete
Many possible
and reasonable
solutions
proposed.
Many clever,
unique or
unusual ideas
are given.
Optimal
solution is
chosen using
criteria.
All questions
are answered.

Includes
information on
the problem or

Includes
information on
the problem

Fact Finding

(Who? What?
Where? When?
Why? How?)
Step By Step
Plan
Culminating
Activity

No planning
evident
Not on topic

Planned from
beginning to
end

Thoughtfully
planned from
beginning to
end
Clearly
explains both
the problem

Work Habits

Participation

Student does
not complete
most
assignments
with high
quality.
Student does
not use
feedback to
improve
performance.
Student was
off task most
of the time

solution

and solution

Completes
most
assignments
but not with
high quality.
Student does
not use
feedback to
improve
performance.

Completes
most
assignments
with quality
work, and uses
some feedback
to improve
performance.

and solution
adding details
Completes all
assignments
using best
quality work,
and uses
feedback to
improve
performance.

Student was
on task some
of the time

Student was on
task most of
the time

Student was on
task all of the
time

Reflection: The students and I were all engaged with this lesson. It allowed
us to work on solving a problem that affects us at school. The students loved
the field research, and the ability to solve and present creatively. Learning to
use the criteria was difficult at first, but they got it with examples. This
lesson takes a long time to complete, but relates directly to 2nd grade social
studies curriculum. I will definitely use it again!