Break Down of Erosion

Type Category
Instructional Materials
Animation/Movie , Article , Informative Text
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.



This webpage provides a single page summary of erosion that could be used for teachers and students to gain background information. It includes a time lasped video of coastal erosion in Alaska. The reading level of the page is above an average second grade reading level.  It may need to be read by the teacher along with discussion of terms used. Since there is no audio with the video, there would be need to be an explanation about time lapse of the erosion taking place and how long it took for the land to erode from start to finish in the video.

Intended Audience

Educator and learner
Educational Level
  • Upper Elementary
  • Early Elementary
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

Performance Expectations

2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.

Assessment Boundary: none

This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.

Comments about Including the Performance Expectation
This page should be read by the teacher with 2nd grade students to gain information about erosion. A discussion using the information could lead to students brainstorming ideas about how to prevent erosion.

Science and Engineering Practices

This resource appears to be designed to build towards this science and engineering practice, though the resource developer has not explicitly stated so.

Comments about Including the Science and Engineering Practice
As a group students could brainstorm questions about ways to prevent erosion which could lead to one or more investigations.

Disciplinary Core Ideas

This resource is explicitly designed to build towards this disciplinary core idea.

Comments about Including the Disciplinary Core Idea
This web page is one resource that can be used to show that wind and water can change the shape of the land. More examples using pictures, videos, or text should be shown so young students more fully understand erosion. USGS,gov is another great website that has many examples of how erosion shapes the land.

Crosscutting Concepts

This resource is explicitly designed to build towards this crosscutting concept.

Comments about Including the Crosscutting Concept
Through this web page and video, students get a first hand look at erosion. There should be a discussion of the time lapse that happens in the video so young students understand how long it took for the erosion to occur. More examples of before and after pictures or videos of erosion caused by water or weather should be shared with young students so they can see observable patterns.

Resource Quality

  • Alignment to the Dimensions of the NGSS: This web page and video give the students an opportunity to learn some initial facts about erosion to develop specific elements of the practices to make sense of phenomena and/or to design solutions to problems.

  • Instructional Supports: Provides students with relevant phenomena by viewing the video and reading the text to make sense of a relevant problem(s) to solve to help stop erosion.

  • Monitoring Student Progress: There is no way of monitoring student progress in this resource. Students could keep data in a science journal as they investigate ways to stop erosion from occurring.

  • Quality of Technological Interactivity: The video is current and accessible. The time-lapse video does not include audio.