• GLE-Sci2

    2nd Grade Level Expectations
    Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
    By the end of second grade, students will be able to:
    1a. Ask questions and state predictions that can be addressed through scientific investigation
    talk about the question they are going to answer
    answer questions that begin with “What do you think will happen if . . .?”
    1b. Select and use simple devices to gather data related to an
    use tools (for example, hand lens, assorted common objects) to do things
    1c. Use data based on observations
    describe things using appropriate senses
    use more than one sense when making observations
    draw, color, and label pictures showing the main characteristics
    record observations (using pictures, words, or numbers) on charts with existing column headings
    plot data on a bar graph using their data
    1d. Communicate about investigations and explanations
    use their graph to answer questions
    find patterns by answering questions about similarities and differences
    tell what they saw and did during an activity
    Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
    In second grade, students learn that sound is a form of energy that
    can be described and studied even though it cannot be held or touched.
    By the end of second grade, students will be able to
    2.2a. Recognize that energy can affect common objects to make sounds
    describe how common objects can be used to make sounds (for example, comb, clothes pin, pot, string)
    use an object to produce a sound in at least two ways
    realize that an object produces sound only if something is done to it
    2.2b. Make observations associated with sound energy
    describe sounds using appropriate terms (for example, loud, high)
    describe what something looks like when it vibrates
    demonstrate ways to start a vibration (for example, strike, shake, pluck, rub)
    tell what was done to cause something to vibrate
    demonstrate things that can affect the pitch of a sound (for example, the length of a string, the level of water in a glass)
    describe how changing something (for example, the length of a string) affects the pitch of a sound
    demonstrate things that can affect the volume of a sound
    Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
    In second grade, students learn that plants grow from seeds
    and have similar parts and needs.
    By the end of second grade, students will be able to:
    3.1c. Describe the basic needs of a plant
    name the basic needs of all plants (light, water, air)
    identify the parts a plant uses to get light (leaves) and water (roots)
    3.2a. Recognize that green plants need energy from sunlight and various raw materials to live
    identify the Sun as the source of light for outdoor plants and light bulbs and sunlight as the sources of light for indoor plants
    use evidence from classroom investigations to show that plants need water and light to grow and survive
    3.3b. Describe basic foods that come from plants
    identify plant parts that people eat (for example, lettuce is a leaf, carrot is a root, celery is a stem, sunflower seeds are seeds)
    realize that many of the foods we eat come from plants
    3.3c. Describe life cycles of selected plants
    sequence pictures that show stages in the growth of a plant from a seed
    observe and draw several types of seeds *
    describe several changes that take place as a plant grows
    explain what is meant by the term life cycle (a plant starts from a seed and produces seeds to start new plants)
    3.4a. Identify characteristics that are common to all individuals of a species
    observe and draw a plant, labeling specific parts (roots, leaves, stem)
    compare the parts of indoor plants with those of plants found outdoors *
    describe ways that plants are the same
    3.4b. Recognize differences in appearance among individuals of the same group
    compare plants of the same type and explain ways that they differ (for example, one bean plant has three leaves, the other has six)
    name plants that are found around the school or in the neighborhood (for example, pine, aspen, bush, grass, dandelion) *
    3.4d. Describe examples of extinct organisms based on fossil evidence
    (See “Soils, Rocks, and Fossils,” Standard 4.)
    Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
    Students learn about properties of earth materials and learn that fossils provide a record of past life on Earth.
    By the end of second grade, students will be able to:
    4.1a. Describe different types and uses of Earth materials
    name three kinds of earth materials (rocks, soil, water)
    name places where each of the three types of earth materials are found (for example, rocks are found on playgrounds, mountains, gardens . . . just about everywhere)
    identify examples of rocks no matter what the size (for example, small pebbles or huge boulders)
    tell ways we use earth materials (for example, small rocks are spread on playgrounds to make a playing surface)
    describe each type of Earth material using at least two properties (for example, soil could be described based on color, size of particles, presence of leaves)
    compare the appearance of soil and sand with and without a hand lens
    sort rock samples into two groups based on one property (for example, white or not-white)
    tell ways that all rocks are the same and ways individual rocks differ *
    sort soil samples into groups based on one property
    tell ways that all soils are the same and ways soils can differ
    4.1b. Recognize that fossils are evidence of past life
    explain that fossils are evidence that plants and animals lived on Earth long ago
    sort fossils into groups—plant or animal
    3.4d. Describe examples of extinct organisms based on fossil evidence
    identify a type of animal that no longer lives on Earth
    use dinosaurs and dragons as examples to explain the difference between extinct and imaginary
    Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
    Note: This standard is not addressed as a separate unit; rather, it is integrated into many of the units at each grade level.
    By the end of second grade, students will be able to:
    5a. Recognize the diversity of resources provided by the Earth
    (See “Soils, Rocks, and Fossils,” Benchmark 4.1a.)
    5b. Invent a device and communicate the task, design, and solution
    invent a device using an everyday object to produce a particular type of sound
    5d. Identify careers that use science and technology
    realize that farmers and people who work in greenhouses must know the needs of each type of plant in their care
    realize that people who work with Earth materials (landscape designers, geologists) understand a lot about the properties of rocks and soils
    realize that some people (paleontologists) spend their lives studying fossils and what the fossils tell us about life on Earth long ago
    Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
    Note: This standard is not addressed as a separate unit; rather, it should be integrated where appropriate into the units at each grade level.
    By the end of second grade, students will be able to:
    6a. Recognize that when a science experiment is repeated with the same conditions, the experiment generally works the same way
    realize that the same object, when used in the same way, produces the same sound
    6b. Compare knowledge gained from direct experience to knowledge gained indirectly
    compare what happened to seeds they sprouted with sprouting seeds that are pictured in a book
    6c. Identify observable patterns and predict future events based on those patterns
    describe the patterns they saw when seeds sprouted and grew and use these patterns to predict what would happen to other seeds when they sprout and grow
    6d. Describe the components of a simple system
    describe the parts of a device that makes sounds (a simple sound-producing system)
    * Students may benefit from using the outdoors as a classroom when they are working on these expectations.