2nd Grade Science


[LS] Life Science

SCI-02.LS2

BPSS-SCI logo DCI Life Science LS2

Ecosystems: Interactions, Energy, and Dynamics

Performance Expectations

The performance expectations in second grade help students formulate answers to questions such as:

  • How does land change and what are some things that cause it to change?
  • What are the different kinds of land and bodies of water?
  • How are materials similar and different from one another, and how do the properties of the materials relate to their use?
  • What do plants need to grow?
  • How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-02.LS2.01

Life Science Logo2nd Grade (SCI) Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

SCI-02.LS2.01 Plan and investigate to determine if plants need sunlight and water to grow.

Clarification Statement: blank
Disciplinary Core Ideas
LS2.A: Interdependent Relationships in Ecosystems -Plants depend on water and light to grow.


Student Learning Targets:

Knowledge Targets

  • I can identify what plants need to grow.

Reasoning Targets

  • I can determine if plants need sunlight and water to grow.

Skills (Performance) Targets

  • I can plan an experiment using plants, water, and sunlight.
  • I can conduct an experiment using plants, water, and sunlight.

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • identify plant needs.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • plan an experiment using water and light to answer a question about how plants grow. 
  • (Not able to follow through on conducting the experiment)
    (Examples of this could include: written steps of a planned experiment, diagram of experiment, or verbal steps)
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • plan and conduct an experiment using plants, water, and sunlight.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-02.LS2.02

Life Science Logo2nd Grade (SCI) Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

SCI-02.LS2.02 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Clarification Statement: CSTATEMENT
Disciplinary Core Ideas
DCISTATEMENTS


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-02.LS4

BPSS-SCI logo DCI Life Science LS3

Biological Evolution: Unity and Diversity

Performance Expectations

The performance expectations in second grade help students formulate answers to questions such as:

  • How does land change and what are some things that cause it to change?
  • What are the different kinds of land and bodies of water?
  • How are materials similar and different from one another, and how do the properties of the materials relate to their use?
  • What do plants need to grow?
  • How many types of living things live in a place?”

Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-02.LS4.01

Life Science Logo2nd Grade (SCI) Science Standards
[LS4] Biological Evolution: Unity and Diversity

SCI-02.LS4.01 Make observations of plants and animals to compare the diversity of life in different habitats.

Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.
Disciplinary Core Ideas
LS4.D: Biodiversity and Humans -There are many different kinds of living things in any area, and they exist in different places on land and in water.


Student Learning Targets:

Knowledge Targets

  • I can identify different kinds of living things that live in an area.

Reasoning Targets

  • I can compare the diversity of how plants and animals lives in different habitats. 
  • I understand that living things have different habitats on land and water.

Skills (Performance) Targets

  • I can make observations of plants and animals in different habitats. 
  • I can make observations about the world to collect data.

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • have little to no knowledge of plants and animals in different habitats.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • identify different kinds of living things that live in a habitat. 
  • understand that living things have different habitats on land and water.
  • identify different kinds of living things that live in an area.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • make observations of plants and animals in different habitats to compare diversity. 
  • compare the diversity of how plants and animals lives in different habitats. 
  • make observations of plants and animals in different habitats. 
  • make observations about the world to collect data.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • habitat 
  • diversity
  • observation 
  • compare

Websites

  • Title of website with a URL to open in a new window

Sample Activity: Insects and Plants Foss:

  • Investigations 1 & 4: Mealworms and Silkworms 
  • Investigation 2: Brassica Seeds (habitat support) 
  • Examples: Posters and Venn diagrams to compare/contrast habitats Pictures of habitats and have students tell what goes in that habitat Brainpop videos