2nd Grade Science

Standards - Scope and Sequence

TEKS: 

(P) = Processing Standard
(R) = Readiness Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

2.1A (P) Identify, describe, and demonstrate safe practices as outlined in the Texas Education Agency-approved safety standards during classroom and outdoor investigations, including wearing safety goggles or chemical splash goggles, as appropriate, washing hands, and using materials appropriately.

2.3C (P) Identify what a scientist is and explore what different scientists do.

2.4A (P) Collect, record, and compare information using tools, including computers, hand lenses, rulers, plastic beakers, magnets, collecting nets, notebooks, and safety goggles or chemical splash goggles, as appropriate; timing devices; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums.

Students will:

  • Know how to be safe and utilize materials appropriately.
  • Understand that a scientist’s job is to make sense out of the natural world and describe the things around us.
  • Learn how to collect and use information using various tools and materials, to conduct investigations

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

  • Set up a science journal and have students draw a picture of a scientist
  • Let them explore science tools and have them draw in their science journal
  • Explore the different tools and safety equipment that different scientists use
  • Have them practice safety during their own investigation
  • Introduce Science contracts

STEM Connections:

  • Introduce different careers like a Doctor, Zoologist, Architect, Marine Biologist, Meteorologist, Botanist, Astronomer, Entomologist, Volcanologist, Paleontologist, Astronomer, Archaeologist, etc.
  • Communication: Have them write about, then talk and listen to their peers about their favorite scientist and why.

TEKS:

(P) = Processing Standard
(R) = Readiness Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

2.5A* (R) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid

2.5B* (R) compare changes in materials caused by heating and cooling

2.5C (S) demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties

2.5D (S) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties

Process Standards: 2.2B, 2.4A, 2.2D, 2.2E, 2.2F

Students will:

  • Understand and describe the physical properties of different types of matter
  • Investigate how materials change in different temperatures
  • Understand that physical properties of materials can be changed
  • Materials can be used to help us in our everyday world

Vocabulary:

  • Flexibility
  • Length
  • Liquid
  • Matter
  • Sanding
  • Solid
  • Combine
  • Material

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

  • Given various materials, students will sort based on the physical properties that they determine are similar
  • Students can sort different cards as solids, liquids, and gases
  • Give students various materials to choose from to build a bridge that can hold the strongest weight.

STEM Connections:

  • Write a letter to a local architect or the highway department to find out how they build bridges.

TEKS:

(P) = Processing Standard
(R) = Readiness Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

2.6A* (R) investigate the effects on objects by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter

Process Standards: 2.2B, 2.4A, 2.2D, 2.2E, 2.3B

Students will:

  • Understand that energy can change and affect the physical properties of an object

Vocabulary:

  • Brightness
  • Dim
  • Loudness
  • Melting
  • Pitch
  • Temperature
  • Vibration

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

  • Use Vernier temperature probes to see the effects of heat energy on different substances
  • Make a drum and put rice on top. Record observations that explain what happens to the rice as the vibration increases or decreases.
  • Use tuning forks to show students the vibration with water

STEM Connections:

  • Creativity: Students make their own instruments out of makerspace materials, talk about vibrations & pitch
  • Invite a local music teacher to come visit and talk to students about concepts

TEKS:

(P) = Processing Standard
(R) = Readiness Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

2.6B (S) observe and identify how magnets are used in everyday life

2.6C (S) trace and compare patterns of movement of objects such as sliding, rolling, and spinning over time

Process Standards: 2.2B, 2.4A, 2.2D, 2.2E, 2.3B

Students will:

  • Understand that magnets can be used in our world around us

  • Explore patterns that objects can move

Vocabulary:

  • Attract
  • Pattern
  • Rolling
  • Sliding
  • Spinning

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

  • Students choose an everyday object given and research how magnets are used to make it function. (speaker, motor, computer, jewelry, TV, etc) Present to class.
  • Have students identify given objects that could be categorized in three groups. (ball, car, domino, spinner, etc.)

STEM Connections:

  • Critical Thinking: Use ramps, cars, marbles, to investigate the length, height of ramp and the effects. Graph the results and make connections.

TEKS:

(P) = Processing Standard
(R) = Readiness Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

2.8A* (S) measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data

2.8B (S) identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation

Process Standards: 2.2B, 2.4A, 2.2D, 2.2E

Students will:

  • Observe and record weather and seasonal changes

  • Know that the weather affects the choices that we make in what we wear and what we do

Vocabulary:

  • Activity
  • Clothing
  • Cloud coverage (cloudy, partly cloudy, overcast)
  • Graph (noun)
  • Precipitation (rain, hail, sleet, snow)
  • Rain gauge
  • Transportation

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

  • Record the weather each day on a chart.
  • Compare the weather of several cities around the world. What are they wearing? How do they get from one place to another? What sports or activities do they do?

STEM Connections:

  • Book:
    Recess At 20 Below by Cindy Aillaud
    Have students compare their recess to a typical day for recess in Alaska. Write a letter to a student in that state.

TEKS:

(P) = Processing Standard
(R) = Readiness Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

2.8C* (R) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon

Process Standards: 2.2B, 2.4A, 2.2D, 2.2E

Students will:

  • Observe, describe, and illustrate objects found in the sky including the Moon

Vocabulary:

  • Appearance

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

  • Let students create a Moon journal to record what the moon looks like each day.
  • Observe & record the time the Sun rise and set each day. Discuss what they notice about the pattern of the Sun during the day.

STEM Connections:

  • Creativity: Students create a sundial and find about its history and purpose.
  • Books:
    The Moon Seems to Change by Franklin Mansfield
    The Magic School Bus Lost in the Solar System by Joanna Cole

TEKS:

(P) = Processing Standard
(R) = Readiness Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

2.7A (R) observe, describe, and compare rocks by size, texture, and color

2.7B (S) identify and compare the properties of natural sources of freshwater and saltwater

2.7C (S) distinguish between natural and manmade resources

Process Standards: 2.2B, 2.4A, 2.2D, 2.2E, 2.3B

Students will:

  • Explore and compare rocks by their physical properties
  • Understand that freshwater and saltwater has different properties
  • Know that there is a difference between natural and manmade resources

Vocabulary:

  • Freshwater
  • Saltwater
  • Man made resource
  • Natural resource

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

  • Experiment with fresh and saltwater - have a container of each and have students predict if objects will sink or float. Put in freezer to see which one freezes the fastest.
  • Go on a resources walk. Have students predict if they will find more natural or manmade resources, then have them list them.

STEM Connections:

  • Critical Thinking: Research ways that natural resources can be conserved.

TEKS:

(P) = Processing Standard
(R) = Readiness Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

2.9C* (R) compare the ways living organisms depend on each other and on their environments such as through food chains

2.9B* (S) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things

Process Standards: 2.2B, 2.4A, 2.2D, 2.2E, 2.3A

Students will:

  • Understand how living organisms need each other and their environment
  • Describe how environmental factors affect growth and behavior of living things

Vocabulary:

  • Behavior
  • Consumer
  • Dormancy
  • Energy Transfer
  • Environment
  • Hibernation
  • Migration
  • Precipitation
  • Producer

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

  • Give students pictures of plants and animals and yarn. Have them create a food chain by connecting the yarn from one to another and be able to justify their answers.
  • Students compare and contrast ground squirrels and tree squirrels and explain their differences. Research the migration of birds

STEM Connections:

TEKS:

(P) = Processing Standard
(R) = Readiness Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

2.10B* (S) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant

2.9A (S) identify the basic needs of plants and animals

Process Standards: 2.2B, 2.4A, 2.2D, 2.2E, 2.3A

Students will:

  • Understand that physical characteristics of plants help them meet their basic needs
  • Identify basic parts of plants

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

  • Put celery stems in water with food coloring in it. Record observations. How does this help the plant meet its basic needs?
  • Make a foldable with the different parts of a plant, draw a picture, and write what it’s function is.
  • Create an experiment with 12 healthy plants, 4 in each group. One with water only (kept in a dark place), one with Sun only, and one with both. Record observations.

STEM Connections:

  • Critical Thinking: Why are spicy foods hot? Complete a project to determine how this characteristic helps them to survive.

TEKS:

(P) = Processing Standard
(R) = Readiness Standard
(S) = Supporting Standard
* = Aligned with STAAR Assessed Curriculum at Grade 5

2.10A* (R) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs

2.9A (S) identify the basic needs of plants and animals

2.10C* (S) investigate and record some of the unique stages that insects such as grasshoppers and butterflies undergo during their life cycle

Process Standards: 2.2B, 2.4A, 2.2D, 2.2E, 2.3A

Students will:

  • Determine how the physical characteristics and behaviors of animals help them survive
  • Identify basic needs of animals
  • Understand the stages of the life cycles of grasshoppers and butterflies

Activity Ideas:
STEM Connections are based on the 4Cs (Communication, Collaboration, Creativity, Critical Thinking), integration of content between disciplines, and connections to real-world.

  • Students can create a butterfly by coloring the wings to be camouflaged in part of the environment outside.
  • Compare the difference in the butterfly and the grasshopper life cycles.

STEM Connections: