Web Resources Supporting the Maryland Voluntary State Curriculum

Science - Grade 2

Processes | Earth/Space | Life | Chemistry | Physics | Environment

PROCESSES

Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.
Topic
A. Scientific Inquiry
Indicator
1. Seek information from readings, investigations, and/or oral communication.

Objectives

a. Identify the topic, question or problem.

b. Identify print and non-print resources that relate to the topic, question, or problem.

c. Differentiate between resources that are factual and those that are fictional.

d. Use scientifically accurate resources to answer questions and make predictions.

e. Use graphic organizers to record information.

Indicator
2. Recognize predictions can be tested in an investigation.

Objectives

a. Make and record observations.

b. Identify and pose "how" and "what if" questions that can be answered through an investigation.

Indicator
4. Identify simple procedures in an investigation.

Objectives

a. Identify that an investigation is well-designed using the following criteria:

  • Multiple trials are completed
  • Appropriate materials and equipment are selected
  • Clear, logical directions are included

Indicator
5 Identify and demonstrate safe procedures when conducting an investigation.

Objectives

a. Follow oral and written procedures.

b. Identify situations when wearing safety goggles, plastic gloves, and aprons is appropriate.

c. Demonstrate safe and appropriate use of science equipment and materials.

d. Use senses in appropriate and safe ways.

Indicator
6. Collect, record, and accurately display data collected from investigations.

Objectives

a. Collect data using scientific equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), and Celsius thermometer (temperature).

b. Select the equipment appropriate for the quantity being measured.

c. Select appropriate charts to record data.

d. Complete tables, charts, and graphs to display data.

e. Use metric units with numbers when making and recording observations.

Indicator
8. Compare data using observations, charts or graphs.

Objectives

a. Identify similarities and differences among data.

b. Recognize whether data indicates increase, decrease, or lack of change.

c. Draw conclusions from data.

Indicator
9. Communicate processes and results from hands-on investigations and print and non-print resources.

Objectives

a. Communicate orally or in writing a description of an investigation that includes:

  • The question investigated
  • The prediction made
  • The findings of the investigation
  • An explanation of the findings
  • SIRS Database ... a large, searchable collection of science articles, grouped by reading level and topic
  • eLibrary Elementary... a large, searchable collection of science articles, grouped by reading level and topic

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Science Equipment... Directions for making your own balance, graduate, magnets, magnifier, planter, specimen box, & test-tube stand
Topic
B. Critical Thinking

Indicator
1.Describe the similarities and differences among objects, materials, and scientific concepts.

Objective

a. Identify similarities and differences between one object and another.

b. Recognize key ideas of scientific concepts.

c. Identify similarities and differences between two related scientific concepts.

Indicator
2. Classify objects and materials according to properties.

Objectives

a. Recognize the attributes and functions used to group objects and materials.

b. Classify objects and materials based on their attributes and functions.

c. Describe how objects and materials were classified.

Indicator
3. Identify patterns found in the natural environment.

Objectives

a. Recognize repeated elements in a sequence, such as in designs (scales on a fish), structures (a beehive), sounds (chirping crickets), and events (leaves falling from trees).

b. Describe a repeated sequence, orally, in writing, or by drawing.

Indicator
4. Provide supporting evidence when solving a practical problem.

Objectives

a. Identify the problem.

b. Use information from print and non-print sources to support solutions to the problem.

Indicator
5. Modify understandings of scientific ideas based on new information.

Objectives

a. Discuss and compare new information collected to prior knowledge.

b. Discuss how new information verifies or changes prior ideas.

  • Animal Diversity... a lesson plan that includes a web-based slide show; uses animals to encourage scientific observation and critical thinking

 

 

 

 

 

 

 

 

 

 

 

 

  • Patterns in Nature... a web site with photographs of the patterns found in nature; animals, plants, minerals and water

 

 

 

 

 

 

 
Topic
C. Applications of Science

Indicator
1. Apply scientific concepts to make decisions about an identified, relevant science issue.

Objective

a. Use what they know and have learned to recognize a science-related issue.

b. Collect additional information through investigations and print and non-print resources.

c. Describe advantages and disadvantages of possible decisions.

Indicator
2. Use scientific knowledge to solve science problems.

Objectives

a. Identify a problem.

b. Use science information and investigations to solve a problem.

c. Explain the solution to a problem.

Topic
D. Technology

Indicator
1. Recognize and explain that a model can be used to learn something about an object.

Objectives

a. Explain that models can represent actual objects.

b. Compare and explain how models can be used to learn about what they represent.

Indicator
2. Recognize and explain ways that tools can be used to collect and communicate scientific information.

Objectives

a. Recognize how to make observations using magnifying instruments, such as hand lenses, binoculars, and simple microscopes.

b. Recognize when to use appropriate tools to make observations.

c. Recognize how to make measurements using standard tools, such as yardsticks, measuring cups, and bathroom scales, and metric tools, such as meter sticks, measuring cups, spring scales, and balances.

d. Recognize when to use appropriate tools to measure length, volume, and weight

e. Collect, analyze, and display data and information using tools, such as calculators and computers.

Indicator
3. Plan and construct objects.

Objectives

a. Recognize the function of simple objects through examination.

b. Recognize the purpose and function of simple tools and materials in a plan.

c. Select the appropriate tools and materials to complete the plan and construction of a simple object.

Indicator
4. Modify a product based on performance.

Objectives

a. Test and evaluate the performance of student-designed products.

b. Modify a product based on the performance evaluation.

Indicator
5. Recognize that inventions provide new ways to do work and solve problems.

Objectives

a. Recognize that inventions such as pencil sharpeners and scissors have made work easier or solved problems.

b. Recognize that technologies, such as computers, calculators, television, CD-ROM, and DVD, have influenced daily life.

 

 

 

 

 

 

 

 

 

  • Magnify It!...a lesson plan with printable worksheets to teach children the limits of their natural vision and the use of a magnifying glass

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Technology...Over 40 BrainPop movies with supporting activities about different kinds of technological advances

    Inventions from Space...a list of some comman inventions generated from space exploration
  • Inventions Timeline... Covering 1,000 years of human history
Topic
E. History of Science

Indicator
1. Recognize that people have investigated the world around us, answered scientific questions, and invented things.

Objectives

a. Identify examples of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology.

b. Explain student roles during science investigations.

  • Women in Science... a list of female scientists with short biographical notes on each, plus additional links

 

EARTH / SPACE

Standard 2.0 Earth/Space Science

Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time.

Topic
D. Astronomy

Indicator
3. . Identify and describe the repeating patterns of celestial events.

Objectives

a. Recognize and describe that there are apparent, visible changes in the moon's shape over time.

b. Recognize that the apparent changes in the moon's shape form a repeating pattern.

c. Recognize that the seasons occur in a repeating pattern each year.

 

d. Recognize that the day/night cycle is a repeating pattern.

Indicator
4. Identify and describe the physical properties, locations, and apparent movements of the sun. (Students should not look directly at the sun during observations.)

Objectives

a. Describe that light from the sun causes daytime on Earth.

b. Describe the apparent changes in the sun's position during the day.

c. Recognize and describe that the number of hours of daylight changes with the seasons.

d. Recognize and describe that changes in the amount of heat and light from the sun cause differences in the temperature on Earth.

Indicator
5. Identify and describe the physical properties and locations of stars.

Objectives

a. Identify that stars are like the sun, some are smaller and some larger.

b. Identify that the sun is the Earth's closest star and Earth's source of heat and light.

c. Recognize and describe that the stars are so far away from Earth that they appear as points of light.

d. Recognize and describe that stars appear to form patterns in the night sky.

  • Earth, Sun and Moon... an interactive model, designed for older students, can be adapted for 2nd grade

 

  • Phases of the Moon... an interactive lesson from Harcourt

    Moon Phases...A flash animation of the phases of the moon
  • Moon...from BrainPop; includes a movie and a quiz
  • Seasons...from BrainPop; includes a movie and a quiz

 

 

  • Sun Clock...A map showing the areas of day and night at this moment

 

  • Sun...from BrainPop; includes a movie and a quiz

 

 

 

 

 

  • Star Types... an illustrated dictionary of star types

LIFE

Standard 3.0 Life Science

The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

CHEMISTRY

Standard 4.0 Chemistry

Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations.

Topic
B. Physical and/or Chemical Changes

Indicator
1 Identify and describe processes that can be used to change physical properties of materials.

Objectives

a. Identify and describe how processes change the texture, size, color, and shape of various materials.

  • Exposing to light
  • Wetting
  • Cutting/tearing
  • Bending
  • Heating
  • Freezing
  • Burning
  • Rusting
  • Mixing, dissolving
  • Rotting

PHYSICS

Standard 5.0 Physics
Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur

Topic
B. Thermodynamics

Indicator
1. Identify and describe how fuels are used.

Objectives

a. Identify materials that can be used as fuels (natural gas, propane gas, oil, kerosene, and wood).

b. Identify that fuels are used to produce light and heat in homes and schools.

 
Topic
C.. Electricity and Magnetism

Indicator
1. Identify and describe the sources and uses of electricity in daily life.

Objectives

a. Identify batteries as a source of electricity.

b. Identify electrical outlets as a source of electricity.

c. Identify the devices that use electricity to produce light, heat, and sound.

Topic
D. Wave Interactions

Indicator
3. Recognize and describe how light interacts with different materials.

Objecitves

a. Classify materials through which light will pass and those through which light will not pass.

  • Light will pass through - glass, water, clear plastic wrap
  • Light will not pass through - construction paper, aluminum foil, wood

b. Explain that shadows are formed when objects block light.

c. Compare and describe how light affects the temperatures of dark-colored objects and light-colored objects.

 

 

ENVIRONMENT

Standard 6.0 Evironmental Science

Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.

Topic
C. Natural Resources and Human Needs

Indicator
1. Recognize and explain how Earth's natural resources from the natural environment are used to meet human needs.

Objectives

a. Describe natural resources as something from the natural environment that is used to meet one's needs.

b. Identify water, air, soil, minerals, animals, and plants as basic natural resources.

c. Explain that food, fuels, and fibers are produced from basic natural resources.

d. Identify ways that human's use Earth's natural resources to meet their needs.

e. Explain that some natural resources are limited and need to be used wisely.

  • Natural Resources...an informational unit from the EPA; contains information and worksheets

 

 

 

 

  • Food Chain...from BrainPop; includes a movie and a quiz
Topic
D. Environmental Issues

Indicator
1. Recognize and describe that the activities of individuals or groups of individuals can affect the environment.

Objectives

a. Identify and describe that individual and group actions, such as turning off lights, conserving water, recycling, picking up litter, or joining an organization can have positive effects on the environment.

b. Identify and describe that individual and group actions, such as leaving lights on, wasting water, or throwing away recyclables, can have negative effects on the environment.

c. Identify and describe that aspects of the environment change on a daily, weekly, monthly, or yearly basis.