Ohio Standards 2nd Grade Science Activities
Printable Second Grade Science Worksheets and Study Guides.
World HolidaysChristmas Day Life Cycles of Plants and Animals Third Grade Science Using and saving natural resources Second Grade Science Earth in space Third Grade Science Our Earth Kindergarten Science Water Habitats Second Grade Science Where plants and animals live Third Grade Science
OH.1. Earth and Space Sciences: Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.
1.1. Grade Level Indicator: The Universe: Recognize that there are more stars in the sky than anyone can easily count.
1.3. Grade Level Indicator: The Universe: Observe and describe how the moon appears a little different every day but looks nearly the same again about every four weeks.
1.4. Grade Level Indicator: Earth Systems: Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern.
1.5. Grade Level Indicator: Earth Systems: Describe weather by measurable quantities such as temperature and precipitation.
1.A. Observe constant and changing patterns of objects in the day and night sky.
1.C. Observe, describe and measure changes in the weather, both long term and short term.
1.D. Describe what resources are and recognize some are limited but can be extended through recycling or decreased use.
OH.2. Life Sciences: Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.
2.1. Grade Level Indicator: Characteristics and Structure of Life: Explain that animals, including people, need air, water, food, living space and shelter; plants need air, water, nutrients (e.g., minerals), living space and light to survive.
2.2. Grade Level Indicator: Characteristics and Structure of Life: Identify that there are many distinct environments that support different kinds of organisms.
2.3. Grade Level Indicator: Characteristics and Structure of Life: Explain why organisms can survive only in environments that meet their needs (e.g., organisms that once lived on Earth have disappeared for different reasons such as natural forces or human-caused effects).
2.4. Grade Level Indicator: Heredity: Compare similarities and differences among individuals of the same kind of plants and animals, including people.
2.5. Grade Level Indicator: Diversity and Interdependence of Life: Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy (e.g., energy used to play, ride bicycles, read, etc.).
2.6. Grade Level Indicator: Diversity and Interdependence of Life: Investigate the different structures of plants and animals that help them live in different environments (e.g., lungs, gills, leaves and roots).
2.7. Grade Level Indicator: Diversity and Interdependence of Life: Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other.
2.A. Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).
2.B. Explain how organisms function and interact with their physical environment.
OH.3. Physical Sciences: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.
3.1. Grade Level Indicator: Forces and Motion: Explore how things make sound (e.g., rubber bands, tuning fork and strings).
3.2. Grade Level Indicator: Forces and Motion: Explore and describe sounds (e.g., high, low, soft and loud) produced by vibrating objects.
3.B. Recognize that light, sound and objects move in different ways.
OH.5. Scientific Inquiry: Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.
5.10. Grade Level Indicator: Doing Scientific Inquiry: Share explanations with others to provide opportunities to ask questions, examine evidence and suggest alternative explanations.
5.3. Grade Level Indicator: Doing Scientific Inquiry: Explore and pursue student-generated ?how' questions.
5.4. Grade Level Indicator: Doing Scientific Inquiry: Use appropriate safety procedures when completing scientific investigations.
5.7. Grade Level Indicator: Doing Scientific Inquiry: Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, balances and calculators and other appropriate tools).
5.8. Grade Level Indicator: Doing Scientific Inquiry: Measure properties of objects using tools such as rulers, balances and thermometers.
5.9. Grade Level Indicator: Doing Scientific Inquiry: Use whole numbers to order, count, identify, measure and describe things and experiences.
5.C. Gather and communicate information from careful observations and simple investigation through a variety of methods.
OH.6. Scientific Ways of Knowing: Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.
6.1. Grade Level Indicator: Nature of Science: Describe that scientific investigations generally work the same way under the same conditions.
6.A. Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different explanations.
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