Next Generation Science Standards Lessons Alignment - Grade 2

Physical Sciences

2-PS1 Matter and Its Interactions
Next Generation Science Standards:

2‑PS1‑1.

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
[Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

2‑PS1‑2.

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.*
[Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]

2‑PS1‑3.

Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
[Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]

2‑PS1‑4.

Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
[Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]

Knowing Science Lessons:

Lesson 3 – Matter Matters – Exploring the Properties of Matter

The objectives for this lesson are:

  • Define matter
  • Describe solids, liquids, and gases as three forms of matter
  • Compare one state of matter to another
  • Give real life examples of the various states of matter

Lesson 4 – The Building Blocks of Matter

The objectives for this lesson are:

  • Follow directions to model how matter is constructed
  • Explain why various kinds of matter have different properties
  • Cite real-life examples of various kinds of matter

Lesson 5 – When States of Matter Change

The objectives for this lesson are:

  • Compare the appearance and properties of the three phases of water
  • Describe how water can change from one state to another
  • Explain that that a change in temperature causes water to change states

Lesson 6 – Sorting by Weight (Classification)

The objectives for this lesson are:

  • Estimate whether an object is heavier or lighter than a “standard” weight

Lesson 13 – Introduction to Density

The objectives for this lesson are:

  • Participate in sequencing and weighing a collection of materials that vary in density
  • Discuss their ideas about why a given amount of one material weighs more or less than the same amount of another material

Lesson 14 – More about Density

The objectives for this lesson are:

  • Actively participate in weighing materials that vary in density
  • Explain in their own words why the same volume of various substances differs in weight
  • Explain in their own words why equal weights of various substances have different volumes

 

Life Sciences

2-LS2 Ecosystems: Interactions, Energy, and Dynamics
Next Generation Science Standards:

2‑LS2‑1.

Plan and conduct an investigation to determine if plants need sunlight and water to grow.
[Assessment Boundary: Assessment is limited to testing one variable at a time.]

2‑LS2‑2.

Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
 

Knowing Science Lessons:

Lesson 15 – Plant Munchies — What Plants Need to Survive

The objectives for this lesson are:

  • Review and compare characteristics of living and nonliving things
  • Understand that all living things, including plants, require the same basic needs of food, water, air, and shelter or space to live and grow
  • Know that all of a plant’s basic needs must be met in order for it to live and grow
  • Describe the roles that a plant’s roots, stems, and leaves play in its food production and survival
  • Plan and carry out a guided inquiry about the basic needs of plants
  • Record observations from the inquiry
  • Communicate ideas about their observations both verbally and in writing
  • Work collaboratively
  • Draw conclusions about the basic needs of plants, plant structures, and how they relate to food production

Lesson 17 – Adaptations and Interdependency

The objectives for this lesson are:

  • Identify general reasons for living in a group
  • Differentiate between structural and behavioral adaptations
  • Classify adaptations in terms of basic needs: taking in water and nutrients, breathing, defense and protection from predators, finding shelter, and managing body temperature
  • Give examples of external structures and information processing systems which are suited to a particular ecosystem
  • Explain interdependent relationships between animals and plants in any given ecosystem (pollination, seed dispersal, food, and shelter)
  • Locate main idea and details in content-based nonfiction text using text features

 

2-LS4 Biological Evolution: Unity and Diversity
Next Generation Science Standards:

2‑LS4‑1.

Make observations of plants and animals to compare the diversity of life in different habitats.
[Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]

Knowing Science Lessons:

Lesson 16 – Habitat, Sweet Habitat

The objectives for this lesson are:

  • Compare characteristics of the following ecosystems: woodland forest and rainforest; desert and polar (tundra); and fresh and saltwater
  • Distinguish between living and nonliving parts of each ecosystem
  • Give examples of animals and plants that live in each ecosystem
  • Understand that within each ecosystem there are many habitats which are able to support the plants and animals suited specifically to living there
  • Locate main idea and details in content-based nonfiction text using text features

Lesson 19 – Habitats Change

The objectives for this lesson are:

  • Explain interdependency within a food web or habitat as a “system”
  • Give cause and effect examples of natural changes in a habitat: rain or snowfall, flood, drought, wild fire, or other natural disaster
  • Give cause and effect examples of human impact on habitats and classify them as positive or negative
  • Give examples of how they can be good stewards within their local habitat

 

Earth and Space Sciences

2-ESS1 Earth's Place in the Universe
Next Generation Science Standards:

2‑ESS1‑1.

Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
[Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]

Knowing Science Lessons:

Lesson 22 – Earthquakes!

The objectives for this lesson are:

  • Explain that when tectonic plates move they rub against each other and cause an earthquake
  • Identify the representative features of a model (the force applied represents an earthquake, the location of applied force is an epicenter and the sugar cube stacks are buildings in the model)
  • Describe how a force in one location affects objects in another location because the force causes the surface that the objects rest on to vibrate or shake
  • Compare the impact of a strong force and a weak force on an object at rest
  • Compare the effect of distance between an object at rest on a surface and a force applied to the surface
  • Design and modify ‘buildings’ in their models to withstand the ‘earthquake’ forces

Lesson 23 – Shaping the Earth’s Surface

The objectives for this lesson are:

  • Explain that wind and moving water change the Earth’s land features over time by eroding particles of rock and soil (sediments)
  • Explain that wind and moving water move lighter materials such as sand farther and faster than heavier materials like rocks
  • Using experimental evidence, compare the force that fast winds exert on an object to the force that slow winds exert on an object
  • Using experimental evidence, compare the force that a high flow rate of water exerts on an object to the force that a low flow rate exerts on an object
  • Suggest solutions humans can devise to slow or stop erosion

 

2-ESS2 Earth's Systems

Next Generation Science Standards:

2‑ESS2‑1.

Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*
[Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]

2‑ESS2‑2.

Develop a model to represent the shapes and kinds of land and bodies of water in an area.
[Assessment Boundary: Assessment does not include quantitative scaling in models.]

2‑ESS2‑3.

Obtain information to identify where water is found on Earth and that it can be solid or liquid.
 

Knowing Science Lessons:

Lesson 21 – Earth’s Dynamic Surface

The objectives for this lesson are:

  • Build a model that shows that ocean basins are water sitting on top of Earth’s crust
  • Build a model that shows that continents are crust that reach above sea level
  • Describe the crust as a series of tectonic plates floating on the mantle which fit together like a puzzle pieces
  • Explain that plates move over a distance due to a push or pull (force) from the mantle
  • Communicate at least one reason scientists believe that the continents were once joined together (evidence)

Lesson 23 – Shaping the Earth’s Surface

The objectives for this lesson are:

  • Explain that wind and moving water change the Earth’s land features over time by eroding particles of rock and soil (sediments)
  • Explain that wind and moving water move lighter materials such as sand farther and faster than heavier materials like rocks
  • Using experimental evidence, compare the force that fast winds exert on an object to the force that slow winds exert on an object
  • Using experimental evidence, compare the force that a high flow rate of water exerts on an object to the force that a low flow rate exerts on an object
  • Suggest solutions humans can devise to slow or stop erosion

 

Engineering Design

K-2-ETS1 Engineering Design
Next Generation Science Standards:

K-2-ETS1‑1.

Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
 

K-2-ETS1‑2.

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
 

K-2-ETS1‑3.

Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
 

Knowing Science Lessons:

Lesson 10 – From Clay to Cubes: Making a Product (Kindergarten)

The objectives for this lesson are:

  • Propose designs to make cubes from blocks of clay
  • Explain the pros and cons of several designs to produce clay cubes
  • Explain in their own words why engineers design processes that produce as much product (cubes or any other item) as possible from a particular material (yield) with as little waste as possible

Lesson 10 – Good Vibrations! – The Science of Sound (Grade 1)

The objectives for this lesson are:

  • Cite evidence that sound causes vibrations
  • Cite evidence that vibrations cause sound
  • Build a device that conducts sound
  • Collaborate with others in small group work

Lesson 16 – Inspired by Nature (Grade 1)

The objectives for this lesson are:

  • Identify unique and specialized external structures that help plants and animals meet their basic needs for survival in their own particular habitat
  • Understand the concept of biomimicry and give examples of nature-inspired human technology
  • Use the engineering design process to create an original product, based on nature, to solve a human problem

Lesson 8 – Measuring with a Double Pan Balance (Grade 2)

The objectives for this lesson are:

  • Use measuring cubes to balance an object and express the weight of an object in terms of the number of blocks required to balance it
  • Compare the weights of two objects by holding them and predicting which will require more blocks to balance it
  • Relate the activity to real world situations

Lesson 10 – Watching How a Calibrated Scale Works (Grade 2)

The objectives for this lesson are:

  • Describe in their own words what happens inside the scale when they weigh an object
  • Use standard metric weights to determine the meaning of the calibrations on the spring scale

Lesson 11 – Weighing with a Calibrated Scale (Grade 2)

The objectives for this lesson are:

  • Use customary weight as the unit of measurement (i.e., standard weight) to confirm the accuracy of the digital scale
  • Weigh objects on a digital scale and read the numbers that represent the weight
  • Relate the activity to real world situations