South Carolina Standards & Learning 2nd Grade Science Activities

SC.2.S. SCIENCE AND ENGINEERING PRACTICES

2.S.1. The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

2.S.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

Students who demonstrate this understanding can:

2.S.1A.1. Ask and answer questions about the natural world using explorations, observations, or structured investigations.

2.S.1A.3. With teacher guidance, conduct structured investigations to answer scientific questions, test predictions and develop explanations: (1) predict possible outcomes, (2) identify materials and follow procedures, (3) use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

2.S.1A.4. Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings.

2.S.1A.5. Use mathematical and computational thinking to (1) express quantitative observations using appropriate English or metric units, (2) collect and analyze data, or (3) understand patterns, trends and relationships.

2.S.1A.6. Construct explanations of phenomena using (1) student-generated observations and measurements, (2) results of scientific investigations, or (3) data communicated in graphs, tables, or diagrams.

2.S.1A.8. Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions about the natural world, (2) understand phenomena, (3) develop models, or (4) support explanations. Communicate observations and explanations using oral and written language.

SC.2.E. EARTH SCIENCE: WEATHER

2.E.2. The student will demonstrate an understanding of the daily and seasonal weather patterns.

2.E.2A. Conceptual Understanding: Weather is the combination of sunlight, wind, precipitation (rain, sleet, snow, and hail), and temperature in a particular region at a particular time. Scientists measure and record these conditions to describe the weather and to identify patterns over time. Weather scientists (meteorologists) forecast severe weather so that communities can prepare for and respond to these events.

Students who demonstrate this understanding can:

2.E.2A.1. Analyze and interpret data from observations and measurements to describe local weather conditions (including temperature, wind, and forms of precipitation).

2.E.2A.2. Analyze local weather data to predict daily and seasonal patterns over time.

2.E.2A.4. Obtain and communicate information about severe weather conditions to explain why certain safety precautions are necessary.

SC.2.P. PHYSICAL SCIENCE: PROPERTIES OF SOLIDS AND LIQUIDS

2.P.3. The student will demonstrate an understanding of the observable properties of solids and liquids and the special properties of magnets.

2.P.3A. Conceptual Understanding: Solids and liquids are two forms of matter that have distinct observable properties. Some matter can be mixed together and then separated again. Solids and liquids can be changed from one form to another when heat is added or removed.

Students who demonstrate this understanding can:

2.P.3A.1. Analyze and interpret data from observations and measurements to describe the properties used to classify matter as a solid or a liquid.

2.P.3A.2. Develop and use models to exemplify how matter can be mixed together and separated again based on the properties of the mixture.

2.P.3A.3. Conduct structured investigations to test how adding or removing heat can cause changes in solids and liquids.

2.P.3A.4. Construct scientific arguments using evidence from investigations to support claims that some changes in solids or liquids are reversible and some are not when heat is added or removed.

2.P.3B. Conceptual Understanding: Magnets are a specific type of solid that can attract and repel certain other kinds of materials, including other magnets. There are some materials that are neither attracted to nor repelled by magnets. Because of their special properties, magnets are used in various ways.

Students who demonstrate this understanding can:

2.P.3B.2. Analyze and interpret data from observations to compare the effects of magnets on various materials.

2.P.3B.3. Obtain and communicate information to exemplify the uses of magnets in everyday life.

SC.2.P. PHYSICAL SCIENCE: EXPLORING PUSHES AND PULLS

2.P.4. The student will demonstrate an understanding of the effects of pushes, pulls, and friction on the motion of objects.

2.P.4A. Conceptual Understanding: An object that is not moving will only move if it is pushed or pulled. Pushes and pulls can vary in strength and direction and can affect the motion of an object. Gravity is a pull that makes objects fall to the ground. Friction is produced when two objects come in contact with each other and can be reduced if needed.

Students who demonstrate this understanding can:

2.P.4A.1. Analyze and interpret data from observations and measurements to compare the effects of different strengths and directions of pushing and pulling on the motion of an object.

2.P.4A.2. Develop and use models to exemplify the effects of pushing and pulling on an object.

2.P.4A.3. Construct explanations of the relationship between the motion of an object and the pull of gravity using observations and data collected.

2.P.4A.4. Conduct structured investigations to answer questions about the relationship between friction and the motion of objects.

2.P.4A.5. Define problems related to the effects of friction and design possible solutions to reduce the effects on the motion of an object.

SC.2.L. LIFE SCIENCE: ANIMALS AND THEIR ENVIRONMENTS

2.L.5. The student will demonstrate an understanding of how the structures of animals help them survive and grow in their environments.

2.L.5A. Conceptual Understanding: There are many different groups of animals. One way to group animals is by using their physical characteristics. Animals have basic needs that provide for energy, growth, reproduction, and protection. Animals have predictable characteristics at different stages of development.

Students who demonstrate this understanding can:

2.L.5A.1. Obtain and communicate information to classify animals (such as mammals, birds, amphibians, reptiles, fish, or insects) based on their physical characteristics.

2.L.5A.2. Construct explanations for how structures (including structures for seeing, hearing, grasping, protection, locomotion, and obtaining and using resources) of different animals help them survive.

2.L.5A.3. Construct explanations using observations and measurements of an animal as it grows and changes to describe the stages of development of the animal.

2.L.5B. Conceptual Understanding: Animals (including humans) require air, water, food, and shelter to survive in environments where these needs can be met. There are distinct environments in the world that support different types of animals. Environments can change slowly or quickly. Animals respond to these changes in different ways.

Students who demonstrate this understanding can:

2.L.5B.1. Obtain and communicate information to describe and compare how animals interact with other animals and plants in the environment.

2.L.5B.2. Develop and use models to exemplify characteristics of animals that help them survive in distinct environments (such as salt and freshwater, deserts, forests, wetlands, or polar lands).

2.L.5B.3. Analyze and interpret data from observations to describe how animals respond to changes in their environment (such as changes in food availability, water, or air).