Courses of Study: Science

Number of Standards matching query: 11
Matter and Its Interactions
Science (2015)
Grade(s): 2
All Resources: 7
Learning Activities: 2
Lesson Plans: 5
Unit Plans: 0
1 ) Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).

Insight Unpacked Content
Scientific and Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Matter and Its Interactions
Evidence of Student Attainment:
Students:
  • Conduct an investigation to produce data that is used as evidence to describe and classify various substances according to physical properties.
Teacher Vocabulary:
  • Solid
  • Liquid
  • Physical Properties
  • Investigate
  • Classify
  • Opaque
  • Transparent
  • Translucent
  • Rough
  • Smooth
  • Float
  • Sink
  • Shape
  • Various
  • Substances
  • Conduct
  • Describe
Knowledge:
Students know:
  • Different kinds of matter exists.
  • Properties of both solids (opaque, transparent, translucent, rough, smooth, float, sink, has its own shape) and liquids (color, assumes shape of container, opaque, transparent, translucent).
  • Many types of matter can be either solid or liquid, depending on temperature.
Skills:
Students are able to:
  • Plan and conduct an investigation to produce data that is used to describe and classify substances according to physical properties.
Understanding:
Students understand that:
  • Observable patterns in the properties of materials provide evidence to classify the different kinds of materials.
AMSTI Resources:
AMSTI Module:
Matter
Solids and Liquids, FOSS
Science (2015)
Grade(s): 2
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Unit Plans: 0
2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

Insight Unpacked Content
Scientific and Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Matter and Its Interactions
Evidence of Student Attainment:
Students:
  • Collect data about the properties of materials and evaluate the appropriate uses of materials based on those properties.
Teacher Vocabulary:
  • Evaluate
  • Data
  • Graphs
  • Properties
  • Purpose
  • Strength
  • Flexibility
  • Hardness
  • Texture
  • Absorbency
  • Collect
  • Appropriate
Knowledge:
Students know:
  • Properties of materials (e.g., strength, flexibility, hardness, texture, absorbency) Different uses for the materials.
  • The relationship between properties of materials and some potential uses (metal is strong, paper is absorbent, etc.).
Skills:
Students are able to:
  • Conduct simple tests to collect and display data about the physical properties of various materials.
  • Analyze data to identify and describe relationships between properties and their potential uses.
Understanding:
Students understand that:
  • Simple tests can be designed to gather evidence about the relationship between properties of materials and their intended uses.
AMSTI Resources:
AMSTI Module:
Matter
Solids and Liquids, FOSS
Science (2015)
Grade(s): 2
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
Unit Plans: 0
3 ) Demonstrate and explain how structures made from small pieces (e.g., linking cubes, blocks, building bricks, creative construction toys) can be disassembled and then rearranged to make new and different structures.

Insight Unpacked Content
Scientific and Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Matter and Its Interactions
Evidence of Student Attainment:
Students:
  • Demonstrate the disassembling of a structure into small pieces.
  • Demonstrate the rearranging of the same small pieces into a new and different structure.
  • Explain orally or in writing how the structure was disassembled and reassembled into a new and different structure.
Teacher Vocabulary:
  • Demonstrate
  • Explain
  • Structure
  • Pieces
  • Disassemble
  • Rearrange
  • Different
Knowledge:
Students know:
  • Different properties are suited for different purposes.
  • A great variety of objects can be built up from a small set of pieces.
  • Structures can be disassembled and rearranged into new and different structures.
Skills:
Students are able to:
  • Disassemble a structure into small pieces.
  • Assemble a new structure using the same small pieces.
  • Provide a written and/or oral explanation that correlates with a demonstration detailing the characteristics of the new object or objects.
Understanding:
Students understand that:
  • Structures may be broken into smaller pieces and a new structure, that is different in size or shape, can be formed from the same pieces.
AMSTI Resources:
AMSTI Module:
Matter
Solids and Liquids, FOSS
Science (2015)
Grade(s): 2
All Resources: 4
Learning Activities: 2
Lesson Plans: 2
Unit Plans: 0
4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

Insight Unpacked Content
Scientific and Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Matter and Its Interactions
Evidence of Student Attainment:
Students:
  • Construct an argument with evidence to support a claim that some changes in matter caused by heating and cooling can be reversed and some cannot.
Teacher Vocabulary:
  • Properties
  • Evidence
  • Change
  • Matter
  • Heating
  • Cooling
  • Reversible
  • Irreversible
Knowledge:
Students know:
  • Characteristics of materials before heating or cooling.
  • Characteristics of materials after heating and cooling.
  • Characteristics of materials when heating or cooling is reversed.
Skills:
Students are able to:
  • Analyze evidence to support a claim that heating and cooling causes change in matter.
Understanding:
Students understand that:
  • Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible and sometimes they are not.
AMSTI Resources:
AMSTI Module:
Matter
Solids and Liquids, FOSS
Ecosystems: Interactions, Energy, and Dynamics
Science (2015)
Grade(s): 2
All Resources: 6
Learning Activities: 1
Lesson Plans: 5
Unit Plans: 0
5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.

Insight Unpacked Content
Scientific and Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence of Student Attainment:
Students:
  • Plan and carry out an investigation of the growth needs of plants to collect data on the effects of providing/withholding enough water, light, nutrients, and air.
Teacher Vocabulary:
  • Investigation
  • Variable
  • Water
  • Light
  • Soil
  • Air
  • Nutrients
  • Causes
  • Effects
  • Isolate
Knowledge:
Students know:
  • Basic growth needs of plants include water, nutrients, light, and air.
Skills:
Students are able to:
  • Conduct an investigation to produce data used as evidence.
  • Determine the growth needs of plants.
  • Collaboratively develop an investigation plan that describes key features of the investigation and isolates variables as needed.
Understanding:
Students understand that:
  • There are observable patterns present in the growth of plants that can be used to determine the needs of plants.
AMSTI Resources:
AMSTI Module:
Plants and Bugs
Plant Growth and Development, STC
The Best of Bugs: Designing Hand Pollinators, EiE
Science (2015)
Grade(s): 2
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
6 ) Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*

Insight Unpacked Content
Scientific and Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Structure and Function
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence of Student Attainment:
Students:
  • Develop a simple model that simulates the function of an animal in seed dispersal or pollination of plants.
Teacher Vocabulary:
  • Model
  • Design
  • Construct
  • Explain
  • Simulate
  • Disperse
  • Pollen
  • Pollinate
  • Mimic
  • Structure
  • Function
  • Transfer
  • Extract
  • Ask
  • Imagine
  • Plan
  • Create
  • Improve
  • Engineering Design Process
Knowledge:
Students know:
  • The structure of a plant.
  • The relevant structures of the animal.
  • The process of plant pollination.
  • The relationship between components of their model that allow for movement of pollen or seeds.
  • Relationships between the parts of the model they are developing and the parts of the animal they are simulating.
Skills:
Students are able to:
  • Develop and use a simple model to simulate how animals disperse seeds.
  • Develop and use a simple model to simulate how animals pollinate plants.
Understanding:
Students understand that:
  • The shape and structure of plants and animals are designed to interact with their environment and function to disperse seeds or pollinate plants.
AMSTI Resources:
AMSTI Module:
Plants and Bugs
Plant Growth and Development, STC
The Best of Bugs: Designing Hand Pollinators, EiE
Science (2015)
Grade(s): 2
All Resources: 24
Learning Activities: 2
Lesson Plans: 21
Unit Plans: 1
7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

Insight Unpacked Content
Scientific and Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence of Student Attainment:
Students:
  • Illustrate the diversity of living things in different habitats, including both land and water.
Teacher Vocabulary:
  • Literature
  • Media
  • Diversity
  • Habitats
  • Woodland
  • Tundra
  • Desert
  • Rainforest
  • Ocean
  • River
Knowledge:
Students know:
  • Plants and animals are diverse within different habitats.
Skills:
Students are able to:
  • Obtain information from literature and other media.
  • Illustrate the different kinds of living things and the different habitats in which they can be found.
Understanding:
Students understand that:
  • There are many different kinds of living things in any area, and they exist in different places on land and in water.
AMSTI Resources:
Be sure students are aware of credible media resources when obtaining information.
AMSTI Module:
Plants and Bugs
Plant Growth and Development, STC
The Best of Bugs: Designing Hand Pollinators, EiE
Earth's Systems
Science (2015)
Grade(s): 2
All Resources: 4
Learning Activities: 0
Lesson Plans: 4
Unit Plans: 0
8 ) Make observations from media to obtain information about Earth's events that happen over a short period of time (e.g., tornados, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers).

Insight Unpacked Content
Scientific and Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Stability and Change
Disciplinary Core Idea: Earth's Systems
Evidence of Student Attainment:
Students:
  • Use information from several sources to determine patterns and provide evidence that Earth events can occur quickly or slowly.
Teacher Vocabulary:
  • Earth events/natural phenomena
  • Earthquake
  • Flood
  • Tornado
  • Volcanic explosions
  • Glaciers
  • Erosion
  • Landslides
  • Weathering
Knowledge:
Students know:
  • Earth events and the results of those events may occur slowly or rapidly.
  • Some events are much longer than can be observed.
Skills:
Students are able to:
  • Make observations and obtain information from multiple sources to provide evidence about Earth events.
Understanding:
Students understand that:
  • Eart's events may change the Earth slowly or rapidly.
AMSTI Resources:
AMSTI Module:
Soils and Shores
Pebbles, Sand, and Silt, FOSS
Shrinking Shore, ETA/hand2mind
Science (2015)
Grade(s): 2
All Resources: 5
Learning Activities: 1
Lesson Plans: 4
Unit Plans: 0
9 ) Create models to identify physical features of Earth (e.g., mountains, valleys, plains, deserts, lakes, rivers, oceans).

Insight Unpacked Content
Scientific and Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Systems
Evidence of Student Attainment:
Students:
  • Develop a model, like a map, to represent the physical features of land and bodies of water in an area.
Teacher Vocabulary:
  • Physical features
  • Models
  • Mountains
  • Valleys
  • Plains
  • Deserts
  • Lakes
  • Rivers
  • Oceans
Knowledge:
Students know:
  • The physical features of Earth can be modeled, as on a map.
  • The relationship between components their model and kinds of land and bodies of water in a given area.
Skills:
Students are able to:
  • Create a model that represents both land and bodies of water in an area.
  • Make connections between their model and the shapes and kinds of land and water in an area.
Understanding:
Students understand that:
  • Models can represent patterns in the natural world like the shapes and kinds of land and bodies of water in an area.
AMSTI Resources:
AMSTI Module:
Soils and Shores
Pebbles, Sand, and Silt, FOSS
Shrinking Shore, ETA/hand2mind
Science (2015)
Grade(s): 2
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

Insight Unpacked Content
Scientific and Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Systems
Evidence of Student Attainment:
Students:
  • Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Teacher Vocabulary:
  • Collect
  • Evaluate
  • Solid
  • Liquid
  • Glaciers
  • Oceans
  • Lakes
  • Rivers
  • Streams
  • Frozen
  • Ponds
Knowledge:
Students know:
  • Water is found in many places on Earth.
  • Water exists as solid ice and in liquid form.
Skills:
Students are able to:
  • Identify which sources of information are likely to provide scientific information.
  • Collect and evaluate data to identify water found on Earth.
Understanding:
Students understand that:
  • There are observable patterns as to where water is found on Earth and what form it is in.
AMSTI Resources:
AMSTI Module:
Soils and Shores
Pebbles, Sand, and Silt, FOSS
Shrinking Shore, ETA/hand2mind
Earth and Human Activity
Science (2015)
Grade(s): 2
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
11 ) Examine and test solutions that address changes caused by Earth's events (e.g., dams for minimizing flooding, plants for controlling erosion).*

Insight Unpacked Content
Scientific and Engineering Practices:
Constructing Explanations and Designing Solutions
Crosscutting Concepts: Stability and Change
Disciplinary Core Idea: Earth and Human Activity
Evidence of Student Attainment:
Students:
  • Compare and test multiple solutions designed to address changes in the shape of the land caused by Earth events.
Teacher Vocabulary:
  • Examine
  • Compare
  • Test solutions
  • Earth's events/natural phenomena
  • Flooding
  • Erosion
  • Wind breaks/technology
  • Dams/dikes/technology
  • Ask
  • Imagine
  • Plan
  • Create
  • Improve
  • Engineering Design Process
Knowledge:
Students know:
  • Wind and water can change the shape of the land on Earth, sometimes slowly and sometimes quickly.
  • Solutions that can slow or prevent wind or water from changing the land impacts the natural world.
Skills:
Students are able to:
  • Examine changes caused by Earth's events, like winds and floods.
  • Test, compare, and evaluate solutions (technologies) that address changes caused by Earth's events.
Understanding:
Students understand that:
  • Earth's events may change the land slowly or rapidly.
  • Developing and using technology has an impact on the natural world.
AMSTI Resources:
AMSTI Module:
Soils and Shores
Pebbles, Sand, and Silt, FOSS
Shrinking Shore, ETA/hand2mind