Second Grade Science Standards
Content Standard: Performance Expectations: Enabling Knowledge: Sample Tasks:
2-3 PS1A Motion can be described as a Give an example to illustrate motion as Students will understand that when
change in position over a period of time. a change in position over a period of something moves from one location
time (e.g., if a student stands near the to another, it is in motion.
door and then moves to his/her seat, the
student is “in motion” during that time). Students will understand that
motion involves something moving
(Enduring Understanding: Forces on from one position to another over a
objects make them move. Changes in period of time.
forces will cause changes in the
motion.)
2-3 PS1B There is always a force Identify the force that starts something Students will understand that an
involved when something starts moving moving or changes its speed or objects motion is created by a force
or changes its speed or direction of direction of motion (e.g., when a ball is upon that object.
motion. thrown or when a rock is dropped).
Students will understand that the
greater the force the more intense
the objects change of motion.
(Enduring Understanding: Forces on Students will understand that a force
objects make them move. Changes in can also change an objects speed
forces will cause changes in the and direction.
motion.)
2-3 PS1C A greater force can make an Give examples to illustrate that a Students will understand that when
object move faster and farther. greater force can make an object move a large or greater force is applied to
faster than a lesser force (e.g., throwing an object it will move faster and
a ball harder or hitting it harder with a also move a greater distance. (Great
bat will make the ball go faster). place to allow students to do an
inquiry activity to investigate this.)
(Enduring Understanding: Forces on
objects make them move. Changes in
forces will cause changes in the
motion.)
2-3 PS1D The relative strength of two Measure and compare the distances Students will understand that when
forces can be compared by observing the moved by an object (e.g., a toy car) a large or greater force is applied to
difference in how they move a common when given a small push and when an object it will move faster and
object. given a big push. also move a greater distance. (Great
place to allow students to do an
inquiry activity to investigate this.)
(Enduring Understanding: Forces on
objects make them move. Changes in
forces will cause changes in the
motion.)
2-3 PS2A Objects have properties, List several properties of an object. Students will understand that all
including size, weight, hardness, color, Select one of several objects that best objects have special things that
shape, texture, and magnetism. matches a list of properties. make them different than other
Unknown substances can sometimes be Sort objects by their functions, shapes, objects, these things are called
identified by their properties. and the materials they are composed of. properties.
Students will understand that many
different things, like size, weight,
color, shape, hardness, texture, and
(Enduring Understanding: The magnetism, can make up an objects
properties of an object depend on its properties.
shape and on the material it is made
from.) Students will understand that
objects can be sorted into groups by
using their properties.
2-3 PS2B An object may be made from List properties of common materials. Students will understand that one
different materials. These materials give Compare similar objects made of object can be made out of different
the object certain properties. different materials (e.g., a plastic spoon materials: a spoon can be made of
and a metal spoon) and explain how plastic, wood, glass, steel, and
their properties are similar and aluminum.
different.
Compare two objects made of the same Students will understand that each
material but a different shape (e.g., a of the materials a spoon can be
(Enduring Understanding: The plastic fork and a plastic spoon) and made of have different properties
properties of an object depend on its identify which of their properties are even though they are all in the shape
shape and on the material it is made similar and different. of a spoon.
from.)
2-3 PS2C Water changes state (solid, Predict what will happen to a sample of Students will understand that water
liquid, gas) when the temperature of the liquid water if it is put into a freezer (it has very special properties.
water changes. will turn to ice) and if it is put into a
pan and heated on the stove (it will turn Students will understand that by
to steam or water vapor). lowering the temperature of water it
will freeze into a solid called ice.
Students will understand that by
(Enduring Understanding: The raising the temperature of water it
properties of an object depend on its can turn into steam or water vapor.
shape and on the material it is made
from.) Students will understand that these
changes in water from a liquid to a
solid and liquid to a gas are called
changes of state.
2-3 PS2D The amount of water and other Predict what will happen to a small Students will understand that when
liquids left in an open container will quantity of water left in an open a liquid is left in an open container
decrease over time, but the amount of container overnight. (exposed to the air) it will slowly
liquid in a closed container will not Predict what will happen to the same disappear through a process called
change. quantity of water left in a closed evaporation.
container overnight.
Explain where the liquid water goes Students will understand that if that
when the amount decreases over time. container is closed with a sealed lid,
this will not happen.
(Enduring Understanding: The
properties of an object depend on its
shape and on the material it is made
from.)
2-3 ES2A Water plays an essential role Identify where natural water bodies Students will understand that water
in Earth systems, including shaping occur in the students’ local is an important part of all Earth
landforms. environment. systems, living and non-living.
Show how water has shaped a local
landform (e.g., river valley, canyon, Students will understand that we
Puget Sound). have the Columbia River, Snake
River and Yakima River all located
in our immediate area.
(Enduring Understanding: Water is
essential in Earth systems. This is Students will understand that water
seen by observing and recording can shape the land and a good
changes in weather patterns and example is Palouse Falls.
Earth formations.)
2-3 ES2B Water can be a liquid or solid Describe the various forms and places Students will understand that water
and can go back and forth from one form that water can be found on Earth as is special because it can be found in
to another. If water is turned into ice and liquids and solids (e.g., as liquid in three different states: liquid, solid,
then the ice is allowed to melt, the morning dew; in lakes, streams, and and gas (water vapor).
amount of water will be the same as it oceans; as solid ice at the North
was before freezing. Water occurs in the and South Poles, and on the tops of Students will understand that rain,
air as water vapor, rain, snow, hail, fog, mountains; and in the air as clouds, snow, hail, fog and clouds all help
and clouds. fog, rain, hail, and snow). us to keep track of seasonal changes
Predict that the weight of a sample of in weather.
water will be nearly the same before
and after it is frozen or melted. Explain Students will understand that when
why the weight will be almost the 100 grams of water is frozen solid
(Enduring Understanding: Water is same. then allowed to unfreeze, it will still
essential in Earth systems. This is be 100 grams.
seen by observing and recording
changes in weather patterns and
Earth formations.)
2-3 ES2C Weather changes from day to Measure and record changes in weather Students will understand that
day and over the seasons. Weather can (e.g., inches of rain using a rain gauge, weather includes all things that can
be described by measurable quantities, depth of snow using a ruler, and be measured outside day to day.
such as temperature and precipitation. temperature using a thermometer).
Interpret graphs of weather conditions Students will understand that things
to describe with measurements how that can be measured include
weather changes from season to season. temperature, rain fall (precipitation),
(Enduring Understanding: Water is wind speed, clouds, and others.
essential in Earth systems. This is
seen by observing and recording Students will understand that we
changes in weather patterns and can see how much weather changes
Earth formations.) from season to season by keeping
records in the form of graphs.
2-3 LS1A Plants have life cycles that Describe the life cycle of a common Students will understand that plants
include sprouting, growing to full size, type of plant (e.g., the growth of a fast- start their lives as seeds and end
forming fruits and flowers, shedding growing plant from seed to sprout, to when they die, this is called a life
seeds (which begins a new cycle), and adult, to fruits, flowers, and seeds). cycle.
eventually dying. The details of the life
cycle are different for different plants. Students will understand that a plant
life cycle not only includes starting
as a seed and dying as a mature
plant, but includes sprouting,
growing leaves and stems, creating
(Enduring Understanding: Plants and flowers, from them fruit and seed.
animals have life cycles.)
Students will understand that life
cycles are different for different
plants ( a Marigold compared with
an Oak Tree)
2-3 LS1B Animals have life cycles that Describe the life cycle of a common Students will understand that
include being born; developing into type of animal (e.g., the development animals start their lives being born
juveniles, adolescents, then adults; of a butterfly or moth from egg to larva and end their lives by dying, this
reproducing (which begins a new cycle); to pupa to adult, or the development of process is called a life cycle.
and eventually dying. The details of the a frog from egg to tadpole to adult
life cycle are different for different frog). Students will understand that not
animals. only is an animal born, then
eventually dies, it goes through
stages in its life that distinguish its
development.
(Enduring Understanding: Plants and Students will understand that with
animals have life cycles.) humans it begins as baby, then
toddler, then child, then teenager,
then young adult, middle aged adult,
and senior adult. All animals have
life cycles with certain phases of
development.