Vermont Standards 2nd Grade Science Activities
Printable Second Grade Science Worksheets and Study Guides.
All About Animals Kindergarten Science Me and My Family Kindergarten Science Rocks, Soil and water Second Grade Science Sound Third Grade Science Organ systems Fourth Grade Science Matter Kindergarten Science Our Earth Kindergarten Science
VT.ESS. Earth/Space Science
Enduring Knowledge: Natural resources and agricultural systems are managed for specific purposes and in a variety of ways.
S1-2:50. Students demonstrate their understanding why and how natural resources are managed by:
S1-2:50.1. Sorting natural agricultural/natural resources and things made by humans. (DOK 2)
S1-2:50.2. Identifying a variety of ways that humans use agriculture/natural resources (e.g. Swimming in lakes, riding bikes, drinking water, eating safe food, creating clothing). (DOK 1)
Enduring Knowledge: The universe, earth and all earth systems have undergone change in the past, continue to change in the present and are predicted to continue changing in the future.
S1-2:44. Students demonstrate their understanding of Characteristics of the Solar System by:
S1-2:44.1. Observing and recording how the sky looks at different times. (DOK 2)
S1-2:44.2. Keeping a journal record of the shape of the moon each night for a month. (DOK 2)
S1-2:45. Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by:
S1-2:45.1. Drawing a picture of stars in the night sky. (DOK 1)
S1-2:46. Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by:
S1-2:46.1. Observing, describing and comparing color and texture of different types of rocks and soils. (DOK 2)
S1-2:48. Students demonstrate their understanding of Processes and Change over Time within Earth Systems by:
S1-2:48.1. Observing and recording weather data through the seasons and identifying and drawing conclusions based on the patterns in the data collected. (DOK 2)
VT.HB. Human Body
Enduring Knowledge: The human body is unique in its heredity, body systems and development, and can be affected by the environment.
S1-2:41. Students demonstrate their understanding of Human Body Systems by:
S1-2:41.1. Identifying the senses needed to meet survival needs for a given scenario. (DOK 2)
VT.LS. Life Science
Enduring Knowledge: All living organisms and their component cells have identifiable characteristics that allow for survival.
S1-2:30. Students demonstrate their understanding of Structure and Function-Survival Requirements by:
S1-2:30.1. Observing and recording the parts that make up living things (i.e., roots, stems, leaves, flowers, legs, antennae, tail, shell). (DOK 1)
S1-2:31. Students demonstrate their understanding of Reproduction by:
S1-2:31.1. Drawing and labeling the stages of development in the life of a familiar plant or animal. (DOK 2)
Enduring Knowledge: Energy enters an ecosystem in the form of sunlight and flows through the system to each cell. Matter interacts, changes and recycles in an ecosystem. Populations of organisms survive by maintaining interdependent relationships with one another and by utilizing biotic and abiotic resources from the environment.
S1-2:34. Students demonstrate their understanding of Energy Flow in an Ecosystem by:
S1-2:34.1. Experimenting with plant growth under different conditions, including light and no light. (DOK 2)
S1-2:35. Students demonstrate their understanding of Food Webs in an Ecosystem by:
S1-2:35.1. Acting out (dramatizing) or constructing simple diagrams, pictures or words that show what eats what. (DOK 2)
VT.PS. Physical Science
Enduring Knowledge (Force): Force is an influence that can change the motion of an object.
S1-2.21. Students demonstrate their understanding of Force by:
S1-2.21.1. Investigating and identifying how pushing or pulling moves or does not move an object. (DOK 2)
Enduring Knowledge: A transfer of energy can result in the physical change of state of a substance.
S1-2:14. Students demonstrate their understanding of Physical Change by:
S1-2:14.1. Describing and reporting the change in properties when heat is applied to a solid or when heat leaves a liquid (e.g., water and ice). (DOK 2)
Enduring Knowledge: All living and non-living things are composed of matter having characteristic properties that distinguish one substance from another.
S1-2:12. Identifying, describing, and comparing the state of matter of solids and liquids. (DOK 2)
S1-2:12. Students demonstrate their understanding of the States of Matter by:
Enduring Knowledge: Energy is necessary for change to occur. It is the ability of matter to bring about change. There are many forms of energy; The total energy in the universe is constant; Energy can be transformed and transferred, but not destroyed (Conservation of Energy); Energy transfers and transformations exhibit the characteristics of systems with inputs, processes and outputs, as well as connections to other systems.
S1-2:29. Students demonstrate their understanding of Sound Energy by:
S1-2:29.1. Experimenting with different objects and observing and describing the vibrations of those objects, as well as the sounds that are made. (DOK 2)
Enduring Knowledge: Everything is constantly moving; motion is relative, but the motion of an object can be described and predicted by tracing and measuring its position over time.
S1-2:19. Students demonstrate their understanding of Motion by:
S1-2:19.1. Investigating and describing how objects move in different ways. (DOK 2)
VT.SI. Scientific Inquiry
Enduring Knowledge (Conducting Experiments): Students follow an experimental design and use scientific tools (including measurement tools) appropriately and accurately. At early stages, students are encouraged to pay close attention to their experimental plan and record data throughout an investigation. At later stages, students engage in extended investigations and use more sophisticated science tools including computers.
S1-2:4. Students demonstrate their ability to CONDUCT EXPERIMENTS by:
S1-2:4.2. Describing observations using senses rather than feelings (e.g., The snail has a hard shell with wavy, brown lines, rather than the snail is awesome). (DOK 1)
S1-2:4.4. Drawing scientifically:S1-2:4.4.b. Labeling significant aspects of a scientific drawing or diagram with words provided. (DOK 2)S1-2:4.4.c. Creating a title for a scientific drawing or diagram. (DOK 2)
Enduring Knowledge (Representing Data and Analysis): Students represent data using text, charts, tables, graphs.
S1-2:5. Students demonstrate their ability to REPRESENT DATA by:
S1-2:5.1. Organizing a collection of data into a table or a graph template. (DOK 2)
S1-2:5.2. Creating a title for a table or graph. (DOK 1)
S1-2:6. Students demonstrate their ability to ANALYZE DATA by:
S1-2:6.1. Sorting and classifying objects based upon observations, prior knowledge, or experience and justifying groupings. (DOK 2)
S1-2:6.2. Identifying and describing the pattern in diagrams and charts (e.g., model, bar graph, pictograph, diagram or chart). (DOK 2)
Enduring Knowledge (Scientific Questioning): Students raise scientifically oriented questions that can be answered through observations, experimentation and/or research. At early stages, students learn how to develop investigable questions that guide their work. At later stages, students connect their questions to scientific ideas, concepts, and quantitative relationships that inform investigations.
S1-2:1. Students demonstrate their understanding of SCIENTIFIC QUESTIONING by:
S1-2:1.1. Posing observational questions that compare things in terms of number, shape, texture, size, weight, color, motion, etc. (e.g., How fast does a Lady Beetle move compared to a Bess Beetle?). (DOK 2)
Enduring Knowledge: (Predicting and Hypothesizing): Scientists' explanations about what happens in the world come partly from what they observe and partly from what they think. Preliminary explanations are constructed with conceptual knowledge and propose a new level of understanding. At early stages, students think about what may happen during an investigation and justify their thinking. At later stages, students identify cause and effect relationships within an hypothesis and base predictions on evidence more than opinion.
S1-2:2. Students demonstrate their understanding of PREDICTING AND HYPOTHESIZING by:
S1-2:2.1. Predicting a logical outcome to a situation, using prior knowledge, experience and/or evidence. (DOK 2)
S1-2:2.2. Explaining reasons for that prediction. (DOK 2)
NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource: