Grade 2 Science OLS Standards

Scientific Knowledge is Open to Revision in Light of New Evidence

Science is a Human Endeavor

Science is a Way of Knowing

Scientific Inquiry, Practice and Applications

Nature of Science (K-8)

Physical Science

Life Science

Earth and Space Science

Physical Science

Life Science

Earth and Space Science

Troubleshooting

The atmosphere is primarily made up of air.

The atmosphere is primarily made up of air.

Identify landforms found on Earth that have been affected by wind (e.g. sand dune, rock formations, worn down statue).

Demonstrate that wind can impact Earth’s landforms (e.g., build a pile of sand and use a fan to simulate wind). Record changes observed.

Recognize that air movement can result in violent storms (e.g., hurricanes, tornadoes, thunderstorms).

Recognize the relationship between temperature changes and wind (e.g., monitor weather conditions and track how temperature changes impact wind).

Identify that wind movement can change (e.g., measure the direction and speed of wind outside on different days).

Identify that changes in air temperature create wind.

Recognize that air has mass (e.g., compare the mass of a balloon with and without air by hanging on two ends of a ruler).

Recognize that air takes up space (e.g., compare a balloon with and without air).

Use a simple instrument (e.g., pinwheel, windsock, flag, wind chimes) to measure the relative speed of wind).

Recognize that wind blows at different speeds.

Water is present in the atmosphere.

Water is present in the atmosphere.

Collect data on weather conditions in the school yard, chart and compare data and discuss the relationships between temperature, cloud cover and precipitation.

Recognize that different types of clouds cause different weather.

Recognize that water vapor in the air can condense to form clouds, fog, or dew (e.g., observe condensation on the outside of a cold beverage).

Recognize that temperature can affect how quickly water evaporates (e.g., compare dishes of water inside the classroom and in the hot sun).

Recognize that water can evaporate (e.g., place water in a dish and put it in a sunny window).

Recognize that clouds are moved by wind.

Identify water in its many forms and relate to weather (rain, sleet, hail, snow, fog).

Long- and short-term weather changes occur due to changes in energy.

Long and short term weather changes occur due to changes in energy.

Recognize that different parts of Earth heat up at different rates (e.g., investigate the warming of land, water and air by using a sunlamp to heat equal containers of water, soil and air).

Compare the number of daylight hours to the temperature (the higher number of daylight hours usually means warmer temperature; the lower number of daylight hours usually means cooler temperatures).

Use weather data (temperature, wind speed and direction, air pressure) to explain changes before, during and after a storm .

Track the temperature during the change seasons and note the increase or decrease of temperature and how it impacts the weather (cooling in the fall transitioning into winter, warming in the spring transitioning to summer).

Recognize that some types of severe weather occur only in certain regions (e.g., Ohio will not be directly hit by a hurricane).

Recognize that some weather changes happen quickly and some are more long term.

Give examples of energy changes affecting the environment (e.g., the sidewalk gets hot in the sun, a sailboat moves with the wind)

Living things cause changes on Earth.

Living things cause changes on Earth.

Document the effect on an environment caused by a living thing (e.g., humans not recycling, worms composting).

Given images or video of changes to an environment, determine if the change was fast or slow.

Sort changes in an environment by whether they were caused by living or non living things.

Identify a change to an environment that was caused by a living thing.

Choose from a set of pictures the ones that show changes human have made to the environment (e.g., making a road cut, factory polluting, mining, trash on ground, construction).

Sort pictures into before and after (e.g., sidewalk with and without cracks with weeds, stream with and without a beaver dam, ground with and without an ant hill, lake without and with algal bloom).

All organisms alive today result from their ancestors, some of which may be extinct. Not all kinds of organisms that lived in the past are represented by living organisms today.

Some kinds of organisms become extinct when their basic needs are no longer met or the environment changes.

Understand that organisms alive today sometime resemble extinct organisms (e.g., use pictures or media to compare and contrast organisms alive today and extinct organisms).

Identify some common types of fossil imprints (e.g., tracks, molds, casts).

Identify some common types of fossil remains (e.g., shells, bones, scat, eggs).

Recognize that fossils are the remains of animals that once lived.

Identify some types of organisms that lived in the past no longer exist (e.g. Saber tooth cat, trilobite, Dodo bird, sigillaria tree).

Recognize that changes in environments affect survival of living things.

Describe ways that environments can change.

Describe how environments provide materials and resources that relate to various basic needs.

Recognize that basic needs include food/energy, water and temperature.

Forces change the motion of an object.

Forces change the motion of an object.

Show that other noncontact forces (forces that can pull or push without touching the object) can change motion by demonstrating with magnets and static electricity (balloons rubbed on hair). Magnetic and static forces can both pull and push.

Identify the force that makes things fall as gravity, notice that gravity works without touching the object. Gravitational force only pulls.

Recognize that all objects fall to the ground when dropped.

Demonstrate a variety of changes to motion (e.g., make something stop moving, make something start moving, make something speed up or slow down, make something change its direction).

Describe how different size forces change motion (e.g., kick a ball lightly then kick it harder).

Identify that a pull or a push is called a force.

Identify examples of pulls and pushes (e.g., wind blowing, pulling a wagon, tossing a beanbag).

Note: The first grade PS.2 learning progression can be a precursor to this standard for those students who need an early point of entry.

ARTIFICIAL INTELLIGENCE

Machine Learning

Use a classifier that recognizes drawings and discuss how the program knows what they are drawing.

Natural Interactions

List possible attributions computers can use to distinguish humans from each other by comparing these attributions.

Perception

Tell where sensors are on computers, robots and intelligent appliances to relate their location with their function such as motion, pressure/touch, temperature, proximity, light, sound, moisture or gases.

Apply the use of intelligent agents to assist in basic research (look up answers to specific questions).

Representation & Reasoning

With guidance and support, create a simple decision tree (conditionals) to create a pathway for decisions.

Societal Impacts

To determine how AI can help in daily life, group applications used into two categories: “AI” and “Not AI.”

Discuss AI and how it can be used for good or bad to discuss the ethical use of AI.

ALGORITHMIC THINKING AND PROGRAMMING

Algorithms

Model a real-world process by constructing and following step-by-step instructions (i.e., algorithms) to complete tasks.

Control Structures

Develop a program that uses sequencing and repetition (i.e., loops) to solve a problem or express ideas.

Modularity

Break down (i.e., decompose) a series of steps and separate the necessary from the unnecessary steps to create a precise sequence of instructions to solve a problem or express an idea.

Program Development

Plan and create an artifact to illustrate thoughts, ideas and problems in a sequential (step-by-step) manner (e.g., story map, storyboard, sequential graphic organizer).

Identify and fix (i.e., debug) a multi-step process that includes sequencing.

Variables and Data Representation

Construct a model that shows the way programs store and manipulate data by using numbers or other symbols to represent information.

COMPUTING SYSTEMS

Devices

Select and operate commonly used devices to perform a variety of tasks.

Hardware and Software

Select and use hardware and software necessary for accomplishing a task.

Use problem solving strategies to troubleshoot a problem.

DATA AND ANALYSIS

Data Collection and Storage

Collect and organize data to store, retrieve and modify.

Manipulate data to perform various tasks.

Inference and Modeling

Interpret and analyze data, graphs, models or charts.

Visualization and Communication

Organize, analyze and present data in various formats.

IMPACTS OF COMPUTING

Culture

Compare and contrast how the use of technology has changed to understand its impact on everyday life.

Describe the ways people use technologies in their daily work and personal lives to understand technology's impact on one's community.

Social Interactions

Compare and contrast safe and responsible behaviors to those that are not when using information and technology.

Safety, Law and Ethics

Discuss appropriate and ethical uses of technology to guide informed decisions.

Compare and contrast appropriate and inappropriate behavior online, including cyberbullying, and the steps to keep yourself and others safe and out of harm's way.

All students must use these scientific processes with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas.

Apply knowledge of science content to real-world challenges.

Plan and conduct simple scientific investigations using appropriate safety techniques based on explorations, observations and questions.

Employ simple equipment and tools to gather data and extend the senses.

Use data and mathematical thinking to construct reasonable explanations.

Communicate with others about investigations and data.

Students understand that science assumes the universe is a vast single system in which basic laws are consistent. Natural laws operate today as they did in the past, and they will continue to do so in the future. Science is both a body of knowledge that represents a current understanding of natural systems and the processes used to refine, elaborate, revise and extend this knowledge.

The world is discovered through exploration.

Exploration leads to observation. Observation leads to questions.

Natural events happen today as they happened in the past.

Events happen in regular patterns and cycles in the natural world.

Science has been, and continues to be, advanced by individuals of various races, genders, ethnicities, languages, abilities, family backgrounds and incomes.

Everyone explores the world which generates questions.

The answer is not always as important as the process.

Questions often lead to other questions.

Discoveries are communicated and discussed with others.

People address questions through collaboration with peers and continued exploration.

Everyone can see themselves as scientists.

Science is not static. Science is constantly changing as we acquire more knowledge.

It is essential to learn how to identify credible scientific evidence.

Ideas are revised based on new, credible scientific evidence.

NETWORKS AND THE INTERNET

Cybersecurity

Explain and demonstrate secure practices (e.g., creating strong passwords) to protect private information.

Identify and discuss examples of how devices can be used with good and bad intentions.

Internet of Things (IoT)

With guidance and support, explain how devices connect and exchange data over different environments to explore how information is shared.

Networking

Describe how information can be communicated electronically to gain a deeper understanding of how information is transmitted (e.g., email, social media).

Use computing devices that are connected to share and receive information from the global community.