Grade 2 Science Alabama standards Standards

Cause and Effect

Human Impact

Stability and Change

Changes Over Time

Scale, Proportion, and Quantity

Water

Patterns

Physical Features

Earth’s Systems

System and System Models

Biodiversity

Structure and Function

Cause and Effect

Interdependent Relationships

Ecosystems: Interactions, Energy, and Dynamics

Stability and Change

Physical and Chemical Changes

Structure and Function

Structure and Properties

Matter and Its Interactions

Design Thinking

Innovative Designer

Systems

Data

Computing Analyst

Collaborative Research

Digital Tools

Communication

Global Collaborator

Impact of Computing

Digital Identity

Legal and Ethical Behavior

Citizen of a Digital Culture

Programming and Development

Algorithms

Abstraction

Computational Thinker

Earth’s Systems

Ecosystems: Interactions, Energy, and Dynamics

Matter and Its Interactions

Plan and carry out investigations to compare, contrast, and classify various solid and liquid materials according to physical properties, including color and texture.

Create and sort information into useful order using digital tools. Examples: Sort data spreadsheets A-Z, simple filters, and tables.

Use a variety of sources to provide evidence that Earth’s events can occur slowly or rapidly. Examples: erosion, melting of glaciers; earthquakes, volcanic eruptions

Identify multiple tools which could be used to complete a task.

Evaluate multiple solutions designed to slow or prevent wind or water from changing the shape of Earth’s surface.

Type 10 words per minute with 95% accuracy using appropriate keyboarding techniques.

Conduct basic keyword searches to gather information.

Create a research-based product using online digital tools.

Collect, create, and organize data in a digital chart or graph.

Explain how users control the ways digital devices save information in an organized manner. Examples: Folders, cloud-based, pictures, chronologically, naming files.

Compare the different operating systems used on digital devices.

Explain the purposes of visible input and output components of digital devices. Examples: Purpose of keyboard, mouse, ports, printers, etc.

Investigate the design process and use digital tools to illustrate potential solutions to a problem, given guidance and support. Examples: Create a presentation, drawing or graphic, audio tool, or video.

Conduct investigations to determine suitable uses of natural and manufactured materials based on their observable properties, including strength, flexibility, hardness, absorbency, and texture.

Create an algorithm for other learners to follow. Examples: Unplugged coding activities, illustrate sequence of a process such as baking a cake.

Demonstrate and explain how structures made from a small set of pieces can be disassembled and then reassembled as new and different structures.

Construct elements of a simple computer program using basic commands. Examples: Digital block-based programming, basic robotics.

Provide evidence that some changes in matter caused by heating or cooling can be reversed and some changes are irreversible.

Identify bugs in basic programming. Examples: Problem-solving, trial and error.

Plan and carry out an investigation, using one variable at a time, to determine how each variable affects plant growth.

Cite media and/or owners of digital content at an age-appropriate level. Example: Basic website citation.

Design and construct models to simulate how animals disperse seeds or pollinate plants.

Demonstrate appropriate behaviors for communicating in a digital environment. Example: netiquette.

Obtain information to explain that there are many different kinds of living things that exist in habitats on land and in water.

List positive and negative impacts of digital communication. Example: Anything posted or communicated electronically may be easily reproduced and could remain a positive or negative part of your digital identity/footprint.

Use models to distinguish between the shapes and kinds of land and water on Earth.

Interpret ways in which computing devices have influenced people’s lives. Example: Discuss tasks completed daily in which some type of device is used to make the tasks easier (calculator, microwave to quickly heat food, mobile phone for instant communication).

Obtain information to identify where water is found on Earth and determine whether it is a solid or a liquid.

Use a variety of digital tools to connect with other learners. Examples: Online conferences, blogs, collaborative documents.

Participate in investigations to describe and sort solid and liquid materials according to physical properties.

Participate in multimedia activities (i.e., reading and video) that show Earth events happening over the short term or long term (e.g., volcano, earthquake, erosion, glacier).

Participate in activities that model changes caused by Earth’s events (e.g., creating water barriers out of sticks, pebbles, etc., and/or using a fan to simulate wind/tornado).

Identify suitable uses of natural and manufactured materials based on their observable properties.

Participate in building and then disassembling structures to make new structures.

Predict changes to matter, reversible and irreversible, that may occur when matter is heated or cooled (e.g., heating or freezing water, boiling an egg, baking a cake).

Participate in investigations of the growth needs of plants (e.g., water, light, soil, air) over a period of time.

Recognize that most plants produce seeds, which can be transferred by animals to cause new plants to be planted in other areas.

Identify that there are many different kinds of living things that exist in habitats on land and in water.

Identify the physical features of Earth (e.g., mountains, valleys, rivers, lakes).

Identify places where water is found on Earth as a liquid (e.g., rivers, lakes, oceans) and as a solid (ice/glaciers).

Crosscutting Concepts (CCCs)

Science and Engineering Practices (SEPs)

Patterns: Patterns in the natural and human-designed world can be observed, used to describe phenomena, and used as evidence.

Cause and Effect: Mechanism and Prediction: Events have causes that generate observable patterns. Simple tests can be designed to gather evidence to support or refute students’ ideas about causes.

Scale, Proportion, and Quantity: Relative scales allow objects and events to be compared and described (e.g., bigger and smaller; hotter and colder; faster and slower). Standard units are used to measure length.

Systems and System Models: Objects and organisms can be described in terms of their parts. Systems in the natural and designed world have parts that work together.

Energy and Matter: Flows, Cycles, and Conservation: Objects may break into smaller pieces, be put together into larger pieces, or change shapes.

Structure and Function: The shape and stability of structures of natural and designed objects are related to their function(s).

Stability and Change: Some things stay the same while other things change. Things may change slowly or rapidly.

Asking Questions and Defining Problems: s Formulating simple descriptive questions that can be tested.

Developing and Using Models: Using and developing models that represent concrete events or design solutions, including diagrams, drawings, physical replicas, dioramas, dramatizations, or storyboards.

Planning and Carrying Out Investigations: Designing and conducting simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Analyzing and Interpreting Data: Collecting, recording, and sharing observations.

Using Mathematics and Computational Thinking: Recognizing ways that mathematics can be used to describe the natural and designed world(s).

Constructing Explanations and Designing Solutions: Using evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Engaging in Argument from Evidence: Comparing ideas and representations about the natural and designed world(s).

Obtaining, Evaluating, and Communicating Information: Using observations and texts to gather and communicate new information