2nd Grade Science Units

2nd Grade Science Curriculum Map

The 2nd Grade Science Curriculum Map outlines the following information:

1. Recommended pacing, scope, and sequence for each unit.
2. Alignment with standards, conceptual understandings, and performance indicators
3. Links to Unit Concept Storyboard Maps, Content and SEP Support Documents, and Curriculum Guides
4. Details for Evidence of Understanding, Essential Learning Experiences, and Suggested Learning Engagements
5. Where appropriate, alignment with specific FOSS, DSM, GEMS, and STC kit Activities and Investigations

Unit 2: Exploring the Properties of Solids and Liquids

Standards

• 2.P.3A.1 Analyze and interpret data from observations and measurements to describe the properties used to classify matter as a solid or a liquid.
• 2.P.3A.2 Develop and use models to exemplify how matter can be mixed together and separated again based on the properties of the mixture.
• 2.P.3A.3 Conduct structured investigations to test how adding or removing heat can cause changes in solids and liquids.
• 2.P.3A.4 Construct scientific arguments using evidence from investigations to support claims that some changes in solids or liquids are reversible and some are not when heat is added or removed.

Unit Focus

• The focus of this unit is for students to gather, analyze, and interpret data from observations and measurements in order to describe and classify matter as either a solid or a liquid. Students will use their data to define the properties of a solid and a liquid. Students will investigate how adding and removing heat can cause changes in solids and liquids. Students will investigate what happens when different materials are mixed together and how mixtures cannot be separated.

Unit 4: Exploring Animals and Their Environments

Standards

• 2.L.5A.1 Obtain and communicate information to classify animals (such as mammals, birds, amphibians, reptiles, fish, or insects) based on their physical characteristics.
• 2.L.5A.2 Construct explanations for how structures (including structures for seeing, hearing, grasping, protection, locomotion, and obtaining and using resources) of different animals help them survive.
• 2.L.5A.3 Construct explanations using observations and measurements of an animal as it grows and changes to describe the stages of development of the animal.
• 2.L.5B.1 Obtain and communicate information to describe and compare how animals interact with other animals and plants in the environment.
• 2.L.5B.2 Develop and use models to exemplify characteristics of animals that help them survive in distinct environments (such as salt and freshwater, deserts, forests, wetlands, or polar lands).
• 2.L.5B.3 Analyze and interpret data from observations to describe how animals respond to changes in their environment (such as changes in food availability, water, or air).
• 2.L.5B.4 Construct scientific arguments to explain how animals can change their environments (such as the shape of the land or the flow of water).

Unit Focus

• Part of the focus of this unit is for students gather information from different sources, including direct and indirect observations and measurements, in order to construct explanations for how different structures and characteristics help animals survive and meet their needs. Students will develop models of animal life cycles.
• Part of the focus of this unit is for students gather information from different sources, including direct and indirect observations and measurements, in order to construct explanations for how different structures and characteristics help animals survive and meet their needs in their habitats. Students will describe how animals interact with other organisms. Students will use data to describe how animals respond to changes in their habitat. Students will develop models illustrating the characteristics that help animals survive in different habitats.