Author:
Barbara Soots, Ellen Ebert
Subject:
Applied Science, Engineering, Life Science, Physical Science
Material Type:
Activity/Lab, Lesson, Unit of Study
Level:
Preschool, Lower Primary
Tags:
Wa-curricular-resources-for-educators, Wa-supporting-youngest-learners
License:
Creative Commons Attribution 4.0
Language:
English
Media Formats:
Downloadable docs, Text/HTML

OSPI K-2 Science Home Learning Resources During COVID-19

OSPI K-2 Science Home Learning Resources During COVID-19

Overview

This document provides some learning resources associated with each of the K-2  Washington Science Content Learning Standards. They are intended to serve during this “stay at home” time, which includes all Washington schools. They are not intended to replace or be equivalent to face-to-face learning. Please feel free to use the resources or to make adaptations

Introduction

"

This document provides some learning resources associated with each of the K-2 Science Content Learning Standards. They are intended to serve during this “stay at home” time, which includes all Washington schools. They are not intended to replace or be equivalent to face-to-face learning. Please feel free to use the resources or to make adaptations.

Many organizations including the Washington State Science Fellows Emeriti and the Washington State Science Teachers Association have provided expertise in vetting these resources. It is important to note that as much as possible the intention of these resources are to be discipline integrated for teachers and students in an effort to optimize student interest, engagement, and to prevent fatigue and overload. They are intended to be accessible as much as possible in both electronic and paper form.

Where possible, downloadable copies of openly licensed resources are provided. In some cases, links are provided for third party free online resources.

Attribution

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License

Cover image by Free-Photos from Pixabay 

License

Except where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners.

This resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.

Kindergarten Science Home Learning Resources

"

This section shares learning resources intended to support the listed standard and to be done at home. They are not intended to be full supports or replace face-to-face learning.

NGSS Standard

Possible Digital Learning Resources

Possible Printable Learning Resources

 

K-PS2: Forces and Interactions

 

K-PS2-1

Pushes and Pulls This is a video resource (roughly 3 minutes) that shows kindergarteners exploring pushes and pulls and finally building a Rube Goldberg project.

Push, Pull, Go Instructions | Carolina Biological

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

K-PS2-2

Pushes and Pulls This is a video resource (roughly 3 minutes) that shows kindergarteners exploring pushes and pulls and finally building a Rube Goldberg project.

 

 

K-PS3: Energy

 

K-PS3-1

Why is my shadow always changing? This resource comes from NSTA Daily Dos

Sunlight Warms Earth’s Surface | MA Department of Elementary & Secondary Education | CC BY NC SA

Some Like it Hot | Mililani Uka Elem for Gather, Reason, Communicate | CC BY SA

Addresses the effect of sunlight on Earth’s surfaces.

Puddles | Tools for Ambitious Science Teaching

K-2 lesson unit portions of which can be used in K.

K-PS3-2.

 

Why is it cooler in the Shade? | Technology Academy Hawaii for Gather, Reason, Communicate | CC BY SA

In this activity students build a device to protect themselves from the sun.

 

K-LS1:  Structures and Processes

 

K-LS1-1

 

Water Matters | Wailuku School and Koloa School for Gather, Reason, Communicate | CC BY SA

Addresses what plants need to grow. The investigation can either go with student growing plant or using pictures. Phenomenon focus: Some plants, like the Kalo (taro) plant, need a lot of water to grow
Includes formative assessment.

 

K-ESS2: Earth’s Systems (Intro Weather)

 

K-ESS2-1

 

Feeling Hot, Hot, Hot! | Kilauea School and Maunawili School for Gather, Reason, Communicate | CC BY SA

Addresses Patterns in Daily Temperature and the Phenomenon focus is: We are hotter and sweatier after lunch recess than morning recess. The investigation is about patterns and graphing with simple data.
Includes formative assessment.

K-ESS2-2.

 

Where Ever the Ribbon Blows | Manoa, Konawaena, and Ewa Elementary for Gather, Reason, Communicate | CC BY SA

Addresses How animals change the environment. Phenomenon focus is: The Hawaiian Petrel can change the environment in which they live.  This investigation engages young children in scientific discourse. Includes formative assessment

 

K-ESS3: Earth and Human Activity

 

K-ESS3-1.

How do we find patterns in the weather?

This resource comes from NSTA Daily Dos.

Why did the gecko cross the wall? | Hawaii Schools for Gather, Reason, Communicate | CC BY SA

Address the needs of animals. WA may not have lots of geckos, the activity can be an example for educators to modify.

K-ESS3-2

 

Do you want to go to the beach? | Konawaena and Waialua Elementary for Gather, Reason, Communicate | CC BY SA

Addresses weather forecasting.

K-ESS3-3.

 

Keep off the Grass | Hawaii Schools for Gather, Reason, Communicate | CC BY SA

Addresses human impacts on the environment and how solutions can be engineered.

 

K-2-ETS: Engineering and Technology

 

K-2-ETS1.

 

Pushes and Pulls | DavidLeeEdTech via YouTube | CC BY

This is a video resource (roughly 3 minutes) that shows kindergarteners exploring pushes and pulls and finally building a Rube Goldberg project.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations.

 

K-2-ETS2.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations.

 

K-2-ETS3.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations.

 

Additional resources that cover multiple grades and are organized by standard and performance expectations are listed below:

Note: Possible learning resources should be brief and easy for students to accomplish with manageable guidance. A resource should be phenomenon-based and include elements that engage and are of interest to students.

WSSLS/NGSS and Related Common Core Standards: Kindergarten

Washington State Science Learning Standards/Next Generation Science Standards

Kindergarten teachers introduce students to physical science (2), life science (1), Earth and space science (2), and engineering design (1) standards. These are integrated with key science and engineering practices and crosscutting concepts. *Indicates an engineering connection.

K-PS2 Motion and Stability: Forces and Motion

K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*

K-PS3 Energy

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface.

K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

K-LS1 From Molecules to Organisms: Structures and Processes

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2 Earth Systems

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3 Earth and Human Activity

K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.*

K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*

K-2-ETS

K-2-ETS1. 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-ETS2. Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps its function as needed to solve a given problem.

K-2-ETS3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Common Core State Standards Connections

ELA: RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-PS2-2)

ELA: W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. (K-ESS2-2) CCSS_ELA: W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K - ESS2 - 2)

ELA: W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1)

ELA: SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2)

Math: MP.2 Reason abstractly and quantitatively. (K-PS2-1)

Math: MP.4 Model with mathematics. (K-ESS2-1)

Math: K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1)

Math: K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS2-1)

Math: K.MD.B.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1)

 

Kindergarten Progression of Science and Engineering Practices (SEPs) and Crosscutting Concepts (CC)

This section shows the primary SEPs and CCs emphasized in Kindergarten.

Science and Engineering Practices (SEPs)

  • Analyze and interpret data

  • Ask questions and define problems

  • Construct explanations and design solutions

  • Develop and use models

  • Engaging in argument from evidence

  • Plan and conduct investigations

​​​Crosscutting Concepts (CCCs)

  • Cause and effect
  • Patterns

  • Structure and function

  • Systems and system models

Grade 1 Science Home Learning Suggestions

"

This section shares learning resources intended to support the listed standard and to be done at home.
They are not intended to be full supports or replace face-to-face learning.

NGSS Standard

Possible Digital Learning Resources

Possible Printable Learning Resources

1-PS4:

Waves and their application in technology for information transfer

 

1-PS4-1

 

Explore how light is needed to see things | PBS Learning Media | free online

Integrated lesson. There are teaching tips and handouts for teachers. There are a small collection of very short videos which can be accessed to support this performance expectation.

 

1-PS4-2

 

What if there were no windows and Can you see in the dark? | Mystery Science | temporary access until 6/2020, teacher registration required

Part of a larger unit on light and sound.

 

1-PS4-3

Explore how light is needed to see things | PBS Learning Media | free online

Integrated lesson. There are teaching tips and handouts for teachers. There are a small collection of very short videos which can be accessed to support this performance expectation.

 

1-PS4-4

 

Explore how light is needed to see things | PBS Learning Media | free online

Integrated lesson. There are teaching tips and handouts for teachers. There are a small collection of very short videos which can be accessed to support this performance expectation.

 

1-LS1:

From Molecules to Organisms: Structures and Processes

 

1-LS1-1

 

 

Water Matters | Wailuku School and Koloa School for Gather, Reason, Communicate | CC BY SA

Addresses what plants need to grow. The investigation can either go with student growing plant or using pictures. Phenomenon focus: Some plants, like the Kalo (taro) plant, need a lot of water to grow
Includes formative assessment.

Inspired by Nature STEM Storyline | Educational Service DIstrict 112 | CC BY

Explore the practice of biomimicry by answering the driving question: How can we use our understanding of nature to help our family solve a problem? (Also aligned to 1-LS3)

1-LS1-2

 

Plant and Animal Super powers | Mystery Science | temporary access until 6/2020, teacher registration required

The lesson is also aligned to LS1-1 and LS3-1 and addresses way in which plants and animals survive through special parts and behaviors.

 

1-LS3:

Heredity - Inheritance and Variation of Traits

 

1-LS3-1.

Heredity: Inheritance and Variation of Traits | Exploring Nature | free online

This is a resource that provides multiple activities for children to explore variation in traits in dogs. A login is needed to view the activities without ads.

Inspired by Nature STEM Storyline | Educational Service DIstrict 112 | CC BY

Explore the practice of biomimicry by answering the driving question: How can we use our understanding of nature to help our family solve a problem? (Also aligned to 1-LS1)

Heredity: Inheritance and Variation of Traits | Exploring Nature | free online

This is a resource that provides multiple activities for children to explore variation in traits in dogs. A login is needed to view the activities without ads. All resources in this lesson are printable.

1-ESS1:

Earth’s Place in the Universe

 

1-ESS1-1.

 

Spinning Sky: Sun, Moon, and Stars | Mystery Science | temporary access until 6/2020, teacher registration required

Shifting Shadows | PBS Learning Media | free online

Patterns in the Sky STEM Storyline: | Educational Service DIstrict 112 | CC BY

Embark on a journey with your students to answer the driving question: How are animals affected by changes in the sky? 

1-ESS1-2.

 

 

Where Ever the Ribbon Blows | Manoa, Konawaena, and Ewa Elementary for Gather, Reason, Communicate | CC BY SA

Addresses How animals change the environment. Phenomenon focus is: The Hawaiian Petrel can change the environment in which they live. This investigation engages young children in scientific discourse. Includes formative assessment

K-2-ETS:

Engineering and Technology

 

K-2-ETS1.

 

Pushes and Pulls | DavidLeeEdTech via YouTube | CC BY

This is a video resource (roughly 3 minutes) that shows kindergarteners exploring pushes and pulls and finally building a Rube Goldberg project.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations.

 

K-2-ETS2.

 

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations.

 

K-2-ETS3.

 

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations.

 

Additional resources that cover multiple grades and are organized by standard and performance expectations are listed below:

Note: Possible learning resources should be brief and easy for students to accomplish with manageable guidance. A resource should be phenomenon-based and include elements that engage and are of interest to students.

WSSLS/NGSS and Related Common Core Standards: Grade 1

Washington State Science Learning Standards/Next Generation Science Standards

Grade 1 teachers introduce students to physical science (1), life science (2), Earth and space science (1), and engineering design (1) standards. These are integrated with key science and engineering practices and crosscutting concepts.

1-PS4  Waves and Their Applications in Technologies for Information Transfer

1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate

1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated.

1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.*

1-LS1 From Molecules to Organisms: Structures and Processes

1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*

1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

1-LS3 Heredity: Inheritance and Variation of Traits

1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

1-ESS1 Earth’s place in the universe

1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.

1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.

K-2-ETS

K-2-ETS1. 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-ETS2. Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps its function as needed to solve a given problem.

K-2-ETS3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs

*Indicates an engineering connection.

Common Core State Standards Connections

ELA: RI.1.1 Ask and answer questions about key details in a text.  ELA: RI.1.2 Identify the main topic and retell key details of a text.

ELA: RI.1.10 With prompting and support, read informational texts appropriately complex for grade.

ELA: W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

ELA: W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

ELA: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

ELA: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

MATH: MP.2 Reason abstractly and quantitatively.

Math: MP.5 Use appropriate tools strategically.

MATH: 1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

MATH: 1.MD.A.2 Express the length of an object as a whole number of length units, by layering multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

MATH: 1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

MATH: 1.NBT.B.3 Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols <, >, =.

MATH: 1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

MATH: 1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

MATH: 1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MATH: 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem.

Grade 1 Progression of Science and Engineering Practices (SEPs) and Crosscutting Concepts (CC)

This section shows the primary SEPs and CCs emphasized in Grade 1.

Science and Engineering Practices (SEPs)

Crosscutting Concepts (CCCs)

Grade 2 Science Home Learning Suggestions

"

This section shares learning resources intended to support the listed standard and to be done at home.
They are not intended to be full supports or replace face-to-face learning.

NGSS Standard

Possible Digital Learning Resources

Possible Printable Learning Resources

2-PS1:

Matter and its Interaction

 

2-PS1-1.

 

Integrated Physical Science Activities | Carolina Biological | temporary access

The activities in this unit are developed from Matter, integrate math, social studies, English Language Arts (ELA), art, and more into physical science topics. These cross-curricular connections help students see how science is related to their lives, and the world they live in. Some activities are paper and pencil.

Supporting videos for Grade 2 Phenomena | Carolina Biological | temporary access

Sand as a Solid and Liquid | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

Explores the phenomenon: When sand is poured into a container the sand assumes the shape of its container.

The lesson provides an opportunity to discuss a couple of the properties of matter. The activity should take about one hour. It includes a formative assessment opportunity.

Plastic Matters | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

Similar to the first activity, students explore the phenomenon: Some types of plastics bend but don’t break, other types of plastics break when you bend them. This activity includes a formative assessment.

2-PS1-2.

Activity Above

Slip and Slide | Utah Teachers for Gather, Reason, Communicate | CC BY SA

In this activity, students explore the phenomenon: It is easier to move a heavy object sitting on furniture sliders than on the carpet. The activity focuses on Properties of Matter Texture - Structure and Function and provides an opportunity to discuss the properties of materials.  It can be used as an engineering lesson as well. Includes formative assessment 

2-PS1-3.

Activity Above

Unbeweavable | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

In this lesson, students take a home object and pull it apart and the smaller pieces are used to make a new object. In this lesson a woven placemat is used but can readily be substituted with other items. The phenomenon of study is:   I can use the parts of my placemat to make a useful new object.  

2-PS1-4.

Activity Above

As a Matter of Toast | Hawaii Teachers for Gather, Reason, Communicate | CC BY SA

Addresses chemical changes by looking at how marshmallows taste differently when they have been toasted. Bread can be substituted for marshmallows. The phenomenon of study is: When a marshmallow is toasted at the campfire it tastes different.

2-LS2:

Ecosystems: Interactions, Energy and Dynamics

 

2-LS2-1.

Supporting videos for Grade 2 Phenomena | Carolina Biological | temporary access

Habitats in different climates | Carolina Biological Supply Company | temporary access

Unit completely available in paper and pencil and which supports multiple performance expectations. Also in Spanish.

Integrated learning unit | Carolina Biological | temporary access

Supporting multiple disciplines and available in paper and pencil.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

2-LS2-2.

Supporting videos for Grade 2 Phenomena | Carolina Biological | temporary access

Why won’t our blueberries grow?” STEM Storyline | Educational Service DIstrict 112 | CC BY

Embark on a journey with your students to answer the driving question: How can we design a solution to help Shanelle’s blueberries grow? The unit culminates with students creating a tool to help Shanelle pollinate her blueberry flowers so that they produce fruit.

2-LS4:

Biological Evolution: Unity and Diversity

 

2-LS4-1.

Supporting videos for Grade 2 Phenomena | Carolina Biological | temporary access

 

2-ESS1:

Earth’s Place in the Universe

 

2-ESS1-1.

 

 Rock and Roll | Utah Teachers for Gather, Reason, Communicate | CC BY SA

Lesson which studies the concept that some Earth changes happen quickly and some slowly. The phenomenon of study is: In November the road up the canyon had very few rocks by the side of the road, but in May there were a lot of rocks along the side of the road. The lesson uses images from stories and readings. A formative Assessment is included.

2-ESS2:

Earth’s Systems

 

2-ESS2-2.

Supporting videos for Grade 2 Phenomena | Carolina Biological | temporary access

“Where did the Beach Go?” STEM Storyline: | Educational Service DIstrict 112 | CC BY

Embark on a journey with your students to answer the driving question: How can we design a solution to prevent Washington’s coast from eroding? The unit culminates in students designing a blockade to help prevent erosion in Washaway Beach (North Cove, WA)

2-ESS2-3.

My time machine | Carolina Biological | temporary access

Provides readings, templates, and images for students to explore Earth Systems. Many of the lessons are reproducible in paper and pencil.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

Cross curricular activities | Carolina Biological | temporary access

Integrated series of lessons for students to explore Earth Systems.

Material on the Science Resources for Learning from Home, Grades K–5 website, copyright Carolina Biological, Supply Company is available for temporary download and printing as per their Terms of Use.

K-2-ETS:

Engineering and Technology

 

K-2-ETS1.

Pushes and Pulls | DavidLeeEdTech via YouTube | CC BY

This is a video resource (roughly 3 minutes) that shows kindergarteners exploring pushes and pulls and finally building a Rube Goldberg project.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations.

 

K-2-ETS2.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations.

 

K-2-ETS3.

Science and Engineering Resources | Smithsonian Science Education Center | free online – various licenses

Provides activities to support the engineering and design performance expectations.

 

Additional resources that cover multiple grades and are organized by standard and performance expectations are listed below:

Note: Possible learning resources should be brief and easy for students to accomplish with manageable guidance. A resource should be phenomenon-based and include elements that engage and are of interest to students.

WSSLS/NGSS and Related Common Core Standards: Grade 2

Grade 2 teachers introduce students to physical science (1), life science (1), Earth and space science (2), and engineering design (1) standards. These are integrated with key science and engineering practices and crosscutting concepts.

Washington State Science Learning Standards/Next Generation Science Standards

2-PS1 Matter and Its Interactions

2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

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.*

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.

2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

2-LS2 Ecosystems: Interactions, Energy, and Dynamics

2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

2-LS4 Biological Evolution: Unity and Diversity

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. 

2-ESS1 Earth's Place in the Universe

2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

2-ESS2 Earth's Systems 

2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* 

2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area.

2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.

K-2-ETS

K-2-ETS1. 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-ETS2. Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps its function as needed to solve a given problem.

K-2-ETS3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

*Indicates an engineering connection.

Common Core State Standards Connections:

ELA: RI.2.1 Ask and answer such questions as who , what , where , when , why , and how to demonstrate understanding of key details in a text.

ELA: RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

ELA: RI.2.8 Describe how reasons support specific points the author makes in a text.

ELA: RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

ELA: W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because , and , also ) to connect opinion and reasons, and provide a concluding statement or section. 

ELA: W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

ELA: W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

ELA: W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

ELA: SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

ELA: SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

 

MATH: MP.2 Reason abstractly and quantitatively.

MATH: MP.4 Model with mathematics.

MATH: MP.5 Use appropriate tools strategically.

MATH: 2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

MATH: 2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

MATH: 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems.

 

Grade 2 Progression of Science and Engineering Practices (SEPs) and Crosscutting Concepts (CC)

This section shows the primary SEPs and CCs emphasized in Grade 2.

Science and Engineering Practices (SEPs)

  • Developing and Using Models
  • Constructing Explanations and Designing Solutions
  • Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts (CCCs)