Second graders continue to relate science concepts and skills to their life experiences.  They compare similarities and differences between people, animals, and plants.  Living system functions and the interactions they have with their physical environment are explained.  Focus is placed upon habits, and the interdependence and survival of plants and animals in Ohio. Weather changes both short term and long term are observed, described, and measured.  Second graders discover how cycles are present in their everyday lives through investigations of Earth and sky, sound and light, and plants and animals.   Students recognize the purpose, process and effects of technology, simple equipment and instruments used in learning about science.  Students develop an awareness of repeated scientific investigations and understand that under the same conditions the results are similar or the same.

Grade Two Indicators

Earth and Space Sciences

The Universe

LINK: http://www.kidsastronomy.com/  (Astronomy for Kids)        

1.  Recognize that there are more stars in the sky than anyone can easily count.

2.  Observe and describe how the Sun, Moon and stars all appear to move slowly across the sky.

    a.  Recognize the sun, moon, and stars are moving objects

3.   Observe and describe how the Moon appears a little different every day but looks nearly the same again about every four weeks.

    a.   Recognize the moon is a moving object.

    b.   Recognize the moon is a reflective object.

    c.   Describe phases of the moon.

    d.   Create a chart of the phases of the moon for a month and then predict what phases will occur in the future.

Earth Systems    

LINK: http://eo.ucar.edu/webweather/ (Web Weather for Kids)

LINK: http://www.weatherwizkids.com/ (Weather Wiz Kids)  

4.   Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern.

5.   Describe weather by measurable quantities such as temperature and precipitation.

Life Sciences

Characteristics and Structure of Life      

1.   Explain that animals, including people, need air, water, food, living space and shelter, and plants need air, water, nutrients (e.g., minerals), living space and light to survive.

2.   Identify that there are many distinct environments that support different kinds of organisms.

     a.  Identify unique characteristics of plants and animals and why they are necessary for its survival.

LINK:  http://www.windows.ucar.edu/tour/link=/earth/ecosystems.html&edu=elem (Map and information about the 8 biomes of the world)

3.   Explain why organisms can survive only in environments that meet their needs (e.g., organisms that once lived on Earth have disappeared for different reasons such as natural forces or human-caused effects).

Heredity        

4.   Compare similarities and differences among individuals of the same kind of plants and animals, including people.

Diversity and Interdependence of Life      

5.   Explain that food is a  basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy (e.g., energy used to play, ride bicycles, read, etc.).

     a.  Explore the various needs of living things and the adaptations that have occurred to aid in survival.

6.   Investigate the different structures of plants and animals that help them live in different environments (e.g., lungs, gills, leaves and roots).

7.   Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other.

     a.  Describe the components of a healthy habitat and explore how those components (food, water, shelter, and space) interact.

8.   Compare the activities of Ohio’s common animals (e.g., squirrels, chipmunks, deer, butterflies, bees, ants, bats and frogs) during the different seasons by describing changes in their behaviors and body covering.

LINK:  http://www.squirrels.org/ (Squirrels.org Homepage)

LINK:  http://www.chipmunks-chipmunks.com/ (Chipmunks-Chimpmunks.com Homepage)

LINK:  http://www.nhptv.org/natureworks/whitetaileddeer.htm (Nature Works: White-tailed Deer)

LINK:  http://www.butterfliesandmoths.org/ (Butterflies and Moths of North America)

LINK:  http://www.42explore.com/bees.htm (Bees)

LINK:  http://www.fws.gov/endangered/bats/bats.htm (U.S. Fish and Wildlife Service: Bats)

LINK:  http://members.aol.com/bats4kids/ (Bats4Kids)

LINK:  http://www.exploratorium.edu/frogs/ (Exploratorium: Frogs)

LINK:  http://www.naturesound.com/frogs/frogs.html (Frogs and Toad in Color and Sound)

9.   Compare Ohio plants during the different seasons by describing changes in their appearance.     

Physical Sciences

Forces and Motion        

1.   Explore how things make sound (e.g., rubber bands, tuning fork, strings).

     a.   Organize observations regarding travel of sound.

     b.   Identify a group of objects that create sound.

     c.    Predict what happens when sound (vibrations) travels through water.

     d.   Investigate how sound travels (for example, tuning fork, string with cups).

     e.   Distinguish between safe and unsafe volumes of sound.

     f.     Design an instrument and explain how the instrument creates sound.

     g.   Create sounds using one’s body and various objects.

     h.   Identify conditions that change sound by using different objects.

2.   Explore and describe sounds (e.g., high, low, soft, loud) produced by vibrating objects. 

     a.   Identify similar pitch and/or volume of sets of objects.

     b.   Identify and compare the volume of familiar objects.

     c.   Distinguish between safe and unsafe volumes of sound.

3.   Explore with flashlights and shadows that light travels in a straight line until it strikes an object.

     a.  Identify different light energy sources.

     b.  Explain how shadows are created and identify the position of shadows based on the position of the light source.

     c.   Design or follow a procedure to create shadows, and then carry out the procedure to see if it works.

     d.  Demonstrate knowledge of shadows and how they are formed.

     e.  Describe the properties of light.

     f.   Measure shadows of objects at different times of day.

     g.  Demonstrate how various materials effect light.

Science and Technology

Understanding  Technology       

1.   Explain that developing and using technology involves benefits and risks.

2.  Investigate why people make new products or invent new ways to meet their individual wants and needs.

3.   Predict how building or trying something new might affect other people and the environment.

Abilities To Do Technological   Design       

4.   Communicate orally, pictorially, or in written form the design process used to make something.

Scientific Inquiry

Doing Scientific Inquiry       

1.   Ask “how can I/we” questions.

2.   Ask “how do you know” questions (not “why” questions) in appropriate situations and attempt to give reasonable answers when others ask questions.

3.      Explore and pursue student-generated “how” questions.

4.      Use appropriate safety procedures when completing scientific investigations.

5.   Use evidence to develop explanations of scientific investigations. (What do you think? How do you know?)

6.   Recognize that explanations are generated in response to observations, events and phenomena.

7.   Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, balances, calculators and other appropriate tools).

8.   Measure properties of objects using tools such as rulers, balances and thermometers.

9.   Use whole numbers to order, count, identify, measure and describe things and experiences.

10.  Share explanations with others to provide opportunities to ask questions, examine evidence and suggest alternative explanations.

Scientific Ways of Knowing

Nature of Science        

1.   Describe that scientific investigations generally work the same way under the same conditions.

2.   Explain why scientists review and ask questions about the results of other scientists’ work.

Ethical Practices        

3.   Describe ways in which using the solution to a problem might affect other people and the environment.

Science and Society        

4.   Demonstrate that in science it is helpful to work with a team and share findings with others.