Second Grade Science

Combined Sci/SS Curriculum Map

2nd '23-'24 Sci./SS Combined Curriculum Map_

Year Long Curriculum Map 

2nd grade '23-'24 Year Long Science Curriculum Map

Report Card Comments

2nd Grade Report Card Comments linked to Standards

Book List By Unit

2nd Grade Books by Unit

Ice Cream - Phenomenon Unit

How do we make solid ice cream from liquid milk?

This  part of the unit consists of lessons where students investigate everyday experiences about ice cream. Investigating the properties of ice cream as a solid and liquid help address standards about properties of matter and how that matter can change because of temperature changes.  Students to consider their current ideas around matter, engage in hands-on activities to make observations, experience readings and videos to learn related science content, and time to talk to each other about how their thinking is changing and what else they want to find out. 

A Work In Progress - Improving a Play Dough Process - Engineering Unit

How can we use our knowledge of the properties of play dough materials and the design process to improve an existing play dough process?

In A Work in Process: Improving a Play Dough Process, students investigate mixtures and chemical engineering. The unit begins with the storybook Michelle’s MVP Award, in which a girl named Michelle living in Canada explores the field of Chemical Engineering to turn her play dough “recipe” into a complete play dough making process that others can easily follow. Over the course of the unit, students explore solids, liquids, and possible outcomes of mixing the two; conduct product research; and develop a process for others to follow. Like Michelle, students then follow the steps of the Engineering Design Process to imagine, plan, create, and improve their own process for producing play dough.

Disappearing Dunes - Phenomenon Unit

How does our Earth Change over Time?

The Disappearing Dunes Unit uses one landform—sand dunes—as an anchoring phenomenon to explore the driving question, How does our Earth change over time? Students explore the effects of weathering and erosion on land, as an example of slow and fast Earth events. They also explore the effects of weathering and erosion on other landforms, such as arches and hoodoos, as well as how glaciers erode landforms. Volcanoes are investigated as examples of quick Earth events. Maps are studied as models of different landforms and water, as well as ways to model changes to landforms. Lastly, students consider what kinds of solutions might slow or prevent the effects of weathering and erosion on the dunes. They plan designs and build their designs to test them in the classroom.

How can we use geotechnical engineering knowledge and the Engineering Design process to select and improve a site for building a TarPul bridge across a river in Nepal?

Have you ever considered what it’s like to think like a geotechnical engineer? Learn how! In this unit, use the engineering design process to solve challenges like those we face every day in the real world. In the storybook, Suman Crosses the Karnali River, students explore Nepal, where people rely on innovative cable bridges called TarPuls to cross flooded rivers during monsoon season. Digging into the role of geotechnical engineers, students must learn to problem solve as they select a safe, flood-proof, and erosion-proof location for a new TarPul. Working with a model riverbank, they study soil properties, examine maps to assess the potential for erosion at different sites along the river, and factor in the villagers’ preferences for a TarPul location.

Why don't Polar Bears Live Near Us?

In this unit, students investigate their local habitat and bodies of water to determine why they do not have polar bears living nearby. They also investigate other habitats to determine the temperature, types of water, precipitation, plants, and animals in those habitats. While doing so, they share what they are learning with other groups to experience the diversity of life on earth, as well as which habitats have solid (i.e., ice) and liquid water. The students use the information of the different habitats to explain why polar bears live where they do. Students also research problems that their study habitat is experiencing, and they brainstorm solutions for those problems. To showcase what they have learned about their study habitat, students write an informational text and set up a “zoo” or “nature center” in their classroom with an exhibit for each habitat. 

Puzzling Plants - Phenomenon Unit

How Is That Plant Growing There?

n the Puzzling Plants unit, students work to figure out how some plants grow in unusual places! They start by investigating how seeds are dispersed by animals, wind, and water. They study how different types of seeds have different structures that allow them to move from one place to another. Students then develop their own investigations to study what plants need to grow. The unit provides opportunities for students to explore plants’ needs including sunlight and water, as well as other factors that might influence plant growth. Finally, students return to their anchoring phenomenon and use what they have learned to argue for how the plants got to the unusual location and were able to grow.