Grade 2

Science in Grade 2 Life Science: Animal Growth and Changes Rating Scale Chart Sample Task: Identify the Similarities and Differences Between Bats and Birds Physical Science: Properties of Matter Rating Scale Chart Sample Task: Observe States of Matter of Water in Puddles Earth and Space Science: Air, Water, and Soil Rating Scale Chart Sample Task: Observe Soil Samples

Life Science Prescribed Learning Outcomes The BC performance standards for Grade 2 Life Science reflect the following prescribed learning outcomes from Grade 2 of the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will:

• use their senses to interpret observations • infer the probable outcome of an event or behaviour based on observations

Life Science: Animal Growth and Changes It is expected that students will:

• classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles

• describe some changes that affect animals (e.g., hibernation, migration, decline in population)

• describe how animals are important in the lives of Aboriginal peoples in BC • describe ways in which animals are important to other living things and the

environment

DRAFT Rating Scale: Grade 2 Life Science

Aspect Not Yet Within Expectations Meets Expectations (Minimal Level)

Skills and Processes • observing • communicating

(sharing) • communicating

(recording) • classifying • interpreting

observations • making

inferences

• needs support to use appropriate skills and processes

• needs support to interpret observations; may not understand explanations given

• may guess or express wishes rather than making inferences from observations

• needs support to communicate observations, explanations, and inferences in pictures or words

• uses some appropriate skills and processes

• with prompting, interprets some simple observations; explanations often simplistic or inaccurate

• with prompting, makes inferences about the probable outcomes of events and behaviours; may be only loosely connected to observations, often inaccurate

• communicates some observations, explanations, and inferences, these may be incomplete and lack scientific vocabulary unless prompted

Attitudes and Dispositions • has a positive

attitude towards science

• demonstrates the habits of mind of science

• recognizes and uses science

• needs encouragement to complete task

• often has limited awareness or interest in science

• seldom demonstrates curiosity or sense of wonder

• may have a limited awareness of science, may not see science in situation even when it is pointed out

• shows some interest and engagement in science tasks

• with prompting, ponders observations • sometimes demonstrates curiosity or

a sense of wonder • needs prompting to see science

Making Connections • connections to

personal experience and prior knowledge

• connections among science, technology, society, and the environment

• may not be able to make a personal connection to the materials, events or task, even with support

• may have difficulty understanding connections that are demonstrated or explained

• with support, can make simple connections to personal experience or prior knowledge

• usually understands connections that are demonstrated or explained but cannot generate additional examples

Knowledge and Understanding of Science Concepts

• identifies simple similarities and differences among familiar animals, may focus on appearance or animals the student prefers

• with support, is able to identify some seasonal changes that would affect animals

• may identify some animals as important the them, but many be unable to explain why animals are important to Aboriginal peoples

• may identify an animal’s importance in personal terms, rather than in terms of its important to other living things and the environment

• with prompting, identifies some similarities and differences in appearance, behaviour, or life cycles for familiar animals

• gives some examples of animal adaptations to seasonal changes, all examples may be on one adaptation; e.g., migration

• may make a general statement about the importance of animals to Aboriginal peoples, without examples

• may make a general statement about how a familiar animal is important to other living things and the environment without an example

Fully Meets Expectations

Exceeds Expectations

• uses appropriate skills and processes • interprets observations; some

explanations may be inaccurate • makes logical inferences about the

probable outcomes of events or behaviours based on observations

• communicates observations, explanations, and inferences using some appropriate scientific vocabulary

• uses appropriate skills and processes effectively in a variety of situations

• interprets observations accurately • confidently infers the probable

outcomes of events or behaviours based on observations

• communicates observations, explanations, and inferences effectively using appropriate scientific vocabulary

• shows interest and enthusiasm for science activities

• demonstrates curiosity or a sense of wonder

• sees science in many places

• looks forward to doing science activities and seeks additional opportunities

• often demonstrates sense of wonder, is curious, spontaneously asks questions and ponders observations

• tries to use science to make sense of their world

• makes some connections to previous learning and experiences

• can make some connections to other science knowledge, their personal lives, or the environment

• independently makes connections to previous learning and experiences

• recognizes and explains connections to their personal lives, or the environment

• is able to classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles; may be some inaccuracies

• is able to give a variety of examples of animal adaptations to seasonal changes (hibernation, migration, coat change); may include some common misconceptions

• is able to give some examples of ways in which animals are important to Aboriginal peoples

• is able to explain some ways in which a familiar animal is important to other living things and the environment

• is able to classify many animals accurately according to similarities and differences in ways that extend beyond animals’ appearance, behaviour and life-cycles; e.g. environmental adaptations

• is able to explain examples of animal adaptations to seasonal changes with clarity and insight, e.g., benefits and risks in migration

• is able to explain why many animals are important to Aboriginal peoples

• may be able to explain the importance of an unpopular animal to other living things and the environment

Chart for Planning or Observation: Grade 2 Life Science

Aspect Fully Meets Expectations





inferences


















• is able to classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles; may be some inaccuracies

• is able to give a variety of examples of animal adaptations to seasonal changes (hibernation, migration, coat change); may include some common misconceptions

• is able to give some examples of ways in which animals are important to Aboriginal peoples

• is able to explain some ways in which a familiar animal is important to other living things and the environment

Sample Task: Identify the Similarit ies and Differences Between Bats and Birds

Context The class had read the book Stellaluna in which a bat thinks she is a bird. Students already had background knowledge about bats being mammals and birds being oviparous animals. Learning Outcomes Life Science: Animal Growth and Changes It is expected that students will:

• classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles

Process Students were asked to compare bats and birds through group discussions of what was similar and what was different. Students were then asked to work individually to do three things:

• draw a Venn diagram to summarize the similarities and differences between bats and birds

- write about the similarities and differences - draw the lifecycles of a bat and a bird

NOT YET WITHIN EXPECTATIONS

NY MM FM EE Skills and Processes Attitudes and Dispositions Making Connections Knowledge & Understanding

of Science Concepts

Teacher’s Observations This student initially focussed on the task but very quickly lost interest. While he demonstrated interest in the story at the beginning, he had great difficulty maintaining focus. Offers of scribing and verbal communication did not enable this student to complete the task.

does not use scientific vocabulary has difficulty focussing on and distinguishing characteristics (behaviours,

appearance and life cycles) is unable to identify similarities and differences between bats and birds, even

when prompted

MEETS EXPECTATIONS (MINIMAL LEVEL)


of Science Concepts

Teacher’s Observations This student enjoyed the story but was extremely cautious about approaching and completing the task. She was very hesitant about sharing information even when prompted. Information drawn out through prompting was inaccurate.

does not use scientific vocabulary is able to make some connections if prompted needs support to understand to concepts

FULLY MEETS EXPECTATIONS


of Science Concepts

Teacher’s Observations The student independently completed the task. She was enthusiastic, curious, asked questions, and demonstrated critical thinking by making personal connections. While completing the task, she related her observations and made inferences. She said she would like to see bats.

willingly shares thinking and questions with others in the group makes a personal connection about seeing the school mascot (stellar jay) in

her own back yard gives information that is not completely accurate makes detailed observations identifies similarities and differences related to different aspects of the

animals’ lives

EXCEEDS EXPECTATIONS


of Science Concepts

Teacher’s Observations This student was quiet but eager. She capably demonstrated her knowledge and, if she did not know something, she sought out more information. She asked questions without prompting and made connections to prior learning.

completes the task independently is able to make inferences and connections without prompting uses scientific vocabulary demonstrates curiosity and asks questions accurately draws a diagram to demonstrate live birth in the bat life cycle

Physical Science Prescribed Learning Outcomes The BC performance standards for Grade 2 Physical Science reflect the following prescribed learning outcomes from Grade 2 of the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will:


Physical Science: Properties of Matter It is expected that students will:

• identify the properties of solids, liquids, and gases • investigate changes to the properties of matter when it is heated or cooled • investigate the interactions of liquids and solids

DRAFT Rating Scale: Grade 2 Physical Science






inferences




























• may be able to distinguish among of solids, liquids and gases, but may be confused about gases, and may not be able to identify any properties

• cannot identify the changes to the properties of matter when it is heated or cooled

• may be able to show materials sinking, floating, and dissolving

• identifies solids, liquids, and gases fairly accurately, but may need prompting to identify any properties

• identifies when a phase change has occurred but may not be able to identify changes to properties, may be confused by phase changes involving gases

• is able to show materials sinking, floating, and dissolving; may have difficulty making generalizations





















• accurately identifies solids, liquids, and gases; is able to identify the main properties of each state, may be a few omissions

• is able to show or describe changes in state that result from heating or cooling and identifies changes to properties

• is able to show and explain materials sinking, floating, and dissolving; makes some accurate generalizations about sinking and floating

• accurately identifies states of matter and the properties of each

• explains changes of state resulting from heating and cooling accurately in terms of changes in properties

• makes accurate generalizations about states of matter and sinking and floating

Chart for Planning or Observation: Grade 2 Physical Science






inferences


















• accurately identifies solids, liquids, and gases; is able to identify the main properties of each state, may be a few omissions

• is able to show or describe changes in state that result from heating or cooling and identify changes to properties

• is able to show and explain materials sinking, floating, and dissolving; makes some accurate generalizations about sinking and floating

Sample Task: Observe States of Matter of Water in Puddles Context The class was studying states of matter. After classroom activities in which students were asked to identify states of matter and changes in state, they students were taken outdoors on a cold day to apply their knowledge. Learning Outcomes Processes and Skills of Science It is expected that students will:


Physical Science: Properties of Matter It is expected that students will:

• identify the properties of solids, liquids, and gases • investigate changes to the properties of matter when it is heated or cooled

Process Students were asked to observe a puddle. They were then asked to identify the state of matter of water in the puddle. Each student had a clipboard, paper, and a magnifying glass as well as access to thermometers, plastic cups, and rulers.



of Science Concepts

Teacher’s Observations The student was not interested in looking at the puddle. He required significant prompting to identify the states of matter and one-to-one support from the teacher to complete the task.

needs significant support to complete the task. is unable to identify reasons for change in states of matter has difficulty identifying states of matter other than solids requires significant support to record ideas is unable to access prior knowledge



of Science Concepts

Teacher’s Observations This student was very reluctant to participate. She would try to move away from the puddle if she thought the teacher was not watching. A significant amount of teacher prompting was required for the student to complete the task.

requires teacher support to make the observations is unable to make personal connections is able to make explanations with prompting makes observations using the sense of sight only



of Science Concepts

Teacher’s Observations The student was excited about the task. She spent a significant amount of time observing and discussing her observations. She recorded personal connections as she made her observations about the states of matter seen in the puddle.

uses scientific vocabulary when making observations uses a variety of senses to make inferences about the states of matter found makes inferences about what would change the states of matter found in the

puddle is eager to share her findings with others works independently to identify the states of matter



of Science Concepts

Teacher’s Observations The student was enthusiastic and eager to get started with the task. He wanted to spend more time testing different ideas about the states of matter found in the puddle. He posed many questions that demonstrated “testing” of prior knowledge.

makes inferences as to how the states of matter were created in the puddle orally identifies many states of matter found in the puddle including pebbles,

twigs, and air pockets makes personal connections to prior knowledge about changes to states of

matter; e.g. skating rink makes observations using a variety of sense and tools

Earth and Space Science Prescribed Learning Outcomes The BC performance standards for Grade 2 Earth and Space Science reflect the following prescribed learning outcomes from Grade 2 of the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will:


Earth and Space Science: Air, Water, and Soil It is expected that students will:

• describe physical properties of air, water, and soil • distinguish ways in which air, water, and soil interact • explain why air, water, and soil are important for living things

DRAFT Rating Scale: Grade 2 Earth and Space Science






inferences




























• may not be able to identify the properties of air and water

• may not be able to identify components of soil, may see soil as one material

• may have limited understanding of water cycle

• may not make connections between classroom demonstrations of erosion and natural occurrences

• with support, may be able to give simple examples of how air, water, or soil is personally important

• if prompted, is able to identify some properties of air and water; may be some inaccuracies

• may be able to identify the components of soil if there has been a hand-on experience of making soil

• with support, may be able to identify the basic elements of the water cycle on a diagram

• is able to show ways that soil can be eroded, perhaps in ways demonstrated in class

• may be able to identify simple examples of how air, water, or soil is important to living things





















• is able to identify the properties of air (expands/contract, usually invisible) and water (changes state, shaped by container), may be some omissions

• is able it identify to main components of soil (sand, clay, humus)

• is able to draw and explain the basic elements of the water cycle (precipitation, evaporation, condensation)

• is able to give some accurate examples of how soil can be eroded

• gives some accurate examples of ways living things depend on air, water, soil

• accurately identifies the properties of air and water

• lists and explains many components of soil, including air and water

• explains the water cycle accurately and in detail

• is able to give accurate examples of how soil can be eroded by wind, water, and ice; may make connections to water cycle or human actions

• provides detailed and insightful examples of ways living things depend on air, water, soil

Chart for Planning or Observation: Grade 2 Earth and Space Science






inferences


















• is able to identify the properties of air (expands/contract, usually invisible) and water (changes state, shaped by container), may be some omissions

• is able it identify to main components of soil (sand, clay, humus)

• is able to draw and explain the basic elements of the water cycle (precipitation, evaporation, condensation)

• is able to give some accurate examples of how soil can be eroded

• gives some accurate examples of ways living things depend on air, water, soil

Sample Task: Observe Soil Samples Context The class was doing a unit on air, water, and soil. This was an introductory and exploratory lesson on soil. Learning Outcomes Processes and Skills of Science It is expected that students will:


Earth and Space Science: Air, Water, and Soil It is expected that students will:

• describe physical properties of air, water, and soil • distinguish ways in which air, water, and soil interact

Process Students were given three different soil samples and asked to use their senses of sight, touch, and smell to make and record observations. They could also draw a picture of each sample if they wished. Students were then asked to make and record observations and inferences about what was in each soil sample, and to make inferences about where each sample may have come from.



of Science Concepts

Teacher’s Observations The student was very interested in the activity but needed significant teacher support to stay on task. The student was not able to make personal connections even with significant teacher prompting. He did not complete the task,

is able to make record some observations when prompted is unable to draw a relevant diagram is not able to make personal connections to prior experiences is unable to make inferences



of Science Concepts

Teacher’s Observations The student was attentive, engaged and enthusiastic. Teacher support was required for the student to make limited observations. The student was reluctant to use senses other than sight. She could not make any personal connections to prior learning or experience about soil.

is able to make some observations using sight only uses limited science vocabulary to describe the soil samples is able to identify a few differences between the samples has difficulty making inferences about what is in each sample inferences,

repeats her list of descriptive words



of Science Concepts

Teacher’s Observations The student was enthusiastic and completed the task independently. While completing the task, she wondered aloud, posing many questions about the sample soils. Her conversations included many personal connections to prior knowledge and experiences.

makes inferences while recording observations and descriptions is able to provide explanations of inferences uses scientific vocabulary is able to pose questions that could lead to further investigations and to

finding more differences in soil samples is able to clearly identify the differences between the soil samples



of Science Concepts

Teacher’s Observations The student was constantly engaged while completing the task. As she made her observations, she made personal connections. After completing the task, she extended the activity by looking for similarities and differences in the soils in her backyard. She also extended the activity to look at sans in her backyard.

makes many observations using many senses uses scientific vocabulary is able to independently make some accurate inferences orally bases some inferences on prior knowledge makes clear descriptions with comparisons between the soil samples

Grade 2

Documents

observations life science

skills of science

science activities

space science

science concepts

science tasks

science needs encouragement

interpreting observations