Grade 2 Science Florida standards Standards

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Interdependence

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Heredity and Reproduction

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Organization and Development of Living Organisms

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Forces and Changes in Motion

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Forms of Energy

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Changes in Matter

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Properties of Matter

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Earth Systems and Patterns

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Earth Structures

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The Practice of Science

Technological Impact Strand

Programming and Software Engineering Strand

Computing Components Strand

Personal Health and Safety Strand

Communication and Collaboration Strand

Communicate information with digital tools.

Identify a variety of digital tools used for communication.

Describe the similarities and differences among the Internet, websites and online applications.

Complete basic keyword searches.

Identify concepts illustrated by a simple simulation.

Evaluate computer components.

Identify the characteristics of hardware.

Demonstrate the proper handling of computers and devices.

Use the keyboard of a computer to write simple sentences.

Create an audio or video recording.

Create and present a digital product.

Explain that a computer program is running when a program or command is executed.

Identify the characteristics of software.

Introduce network system tools and how to determine if they are connected to a network.

Identify the strength of a network system from the symbol on a computing device. Example: Mr. Thompson has his class count the bars on their tablets in the classroom to see the strength of the network signal. The class then takes their devices out to the playground and counts the bars again. What do you know about the signal strength between being in the classroom and on the playground?

Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes.

Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed.

Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.

Sort rocks according to size and shape.

Identify components of soil, such as dead plants and pieces of rock.

Recognize soil types based on color (dark or light) and texture (size of particles).

Recognize the ground in the environment.

Distinguish examples of soil from other substances.

Sort rocks according to size.

Identify small pieces of rock in the soil.

Sort soil samples according to physical properties, such as color (dark or light) or texture (size of particles).

Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.

Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air.

Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate).

Investigate that air is all around us and that moving air is wind.

State the importance of preparing for severe weather, lightning, and other weather related events.

Identify common weather patterns associated with each season.

Identify that the Sun heats the outside air and water.

Recognize that water in an open container will disappear (evaporate).

Identify effects of wind.

Identify harmful consequences of being outside in severe weather, such as lightning, hurricanes, or tornados.

Recognize daily outdoor temperature as hot or cold.

Distinguish between items that are wet and items that are dry.

Indicate awareness of air moving.

Recognize where to go to avoid severe weather, such as thunder and lightning.

Recognize types of weather and match to the weather outdoors.

Recognize that items outside are heated by the Sun.

Recognize that wet things will dry when they are left in the air.

Recognize effects of wind.

Recognize reasons for staying inside during severe weather, such as hurricanes and thunderstorms.

Determine safe and unsafe Internet practices.

Identify examples of safe and unsafe online communications.

Demonstrate why personal or family member login usernames, passcodes, passwords and secure logins should not be shared with other people.

Discuss the difference between weak and strong passwords. Example: Alana is creating a password for her school account. She knows she must use 10 characters. These characters should include a number and a capital letter. Give an example of a strong password and a weak password.

Recognize that digital content posted online should have the consent of the subject. Example: Wes took a photo of his friend and posted it online without asking. Discuss why this is inappropriate.

Discuss the development of healthy digital practices.

Identify healthy digital use habits. Example: Record the number of minutes you spend on an electronic device every day for two weeks. Compare the number of minutes from each week. What are some ways you could reduce your amount of screen time? Example: Record the number of minutes you spend on an electronic device every day for two weeks. Categorize the number of minutes by how you spent time on the electronic device. Create a bar graph to represent your screen time.

Identify if there is a need to reduce screen time and how that can be done.

Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.

Identify major external body parts, such as hands and legs, and their uses.

Recognize one or more external body parts.

Match external body parts, such as a foot, to their uses.

Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

Observe and recognize the major stages in the life cycles of plants and animals.

Recognize that offspring can be matched with their parents, such as a human baby with adult humans and a puppy with dogs.

Observe and recognize the sequence of stages in the life cycles of common animals.

Compare and contrast the basic needs that all living things, including humans, have for survival.

Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

Identify the basic needs of living things, including water, food, and air.

Recognize that many different kinds of living things are found in different habitats.

Recognize that animals need water.

Recognize common living things in the immediate environment.

Recognize that living things have basic needs, including water and food.

Recognize that many kinds of living things are found in the environment.

Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

Compare the observations made by different groups using the same tools.

Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others.

Explain how particular scientific investigations should yield similar conclusions when repeated.

Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).

Explain how scientists alone or in groups are always investigating new ways to solve problems.

Ask questions and make observations about things in the natural world.

Identify information about objects based on observation.

Recognize that the results of a scientific activity should be the same when repeated

Recognize that scientists work to solve problems.

Request a change or help to solve a problem in the environment.

Use senses to recognize objects.

Recognize common objects in different environments.

Answer yes and no questions and make observations about common objects and actions in the natural world.

Identify characteristics of objects based on observation.

Recognize that science activities can be repeated.

Recognize that people work in science.

Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars.

Identify ways people use electricity in their lives.

Activate a device that uses electricity.

Recognize a way people use electricity in their lives.

Investigate the effect of applying various pushes and pulls on different objects.

Demonstrate that magnets can be used to make some things move without touching them.

Recognize that objects are pulled toward the ground unless something holds them up.

Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object.

Observe and identify that pushing or pulling an object can change the direction of movement of the object.

Observe and recognize that magnets can move some objects.

Identify and demonstrate that an object will fall to the ground when dropped.

Identify that pushing or pulling an object with more force will make the object go faster or farther.

Recognize that pushing and pulling an object makes it move.

Indicate that an object has fallen.

Identify that pushing or pulling an object makes it move.

Use magnets to cause objects to move.

Recognize that an object will fall to the ground when dropped.

Recognize that pushing or pulling an object with more force will make the object go faster or farther.

Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets.

Identify objects and materials as solid, liquid, or gas.

Recognize that solids have a definite shape and that liquids and gases take the shape of their container.

Observe and describe water in its solid, liquid, and gaseous states.

Measure and compare temperatures taken every day at the same time.

Measure and compare the volume of liquids using containers of various shapes and sizes.

Identify objects by observable properties, such as, size, shape, color,

Identify objects and materials as solid or liquid.

Recognize that solids have a definite shape and liquids take the shape of their container.

Describe and compare outside daily temperatures as warm or cold.

Compare the volume of liquid in a variety of containers.

Match objects by one observable property, such as size or color.

Recognize water as a liquid.

Recognize different containers that hold liquids.

Recognize common objects or materials as warm or cold.

Identify objects by observable properties, such as size, shape, and color.

Recognize water in solid or liquid states.

Recognize that solids have a definite shape.

Recognize different volumes of liquids in identical containers.

Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration.

Explore and identify that observable properties of materials can be changed.

Recognize that the appearance of an object or material has changed.

Recognize changes in observable properties of materials.

Introduce conditional logic.

Construct code segments using tools that do not require a textual programming language. Example: Poppy is writing directions to help her puppy to the food bowl. Poppy will be using a block-based program to demonstrate to her puppy how to get to the food bowl. Can you help Poppy write part of the code to tell the puppy how many steps to take and when to turn?

Sort types of data.

Collect data using a variety of computing methods.

Explore dividing a collection of data or objects into like groups.

Create data visualizations.

Model problem-solving strategies.

Create a repeatable pattern, with or without technology, to solve a problem. Example: Use a word processor to create a repeated pattern using letters.

Develop a plan that could be used to create a story.

Demonstrate the use of conditional logic.

Solve questions using models, simulations or data. Example: Guide students to make a model of decomposition of plants and weathering rocks.

Identify technological progress.

Recognize that people use computing technology in the workplace or school to perform many important tasks and functions. Example: Interview family members to determine how they use technology in their work environment.

Recognize that people use computing technology at home to perform many important tasks and functions.

Identify and compare Artificial Intelligence (AI) devices to other devices.

Explain the consequences of using inaccurate information.

Evaluate if given information (written or visual) is accurate. Example: Teacher shares an image of a jackalope and asks students to discuss if it is fake or not fake.

Participatory

Supported

Independent

Changes in Matter

Participatory

Supported

Independent

Properties of Matter

Participatory

Supported

Independent

Forces and Changes in Motion

Participatory

Supported

Independent

Forms of Energy

Physical Science

Participatory

Supported

Independent

The Practice of Science

Nature of Science

Participatory

Supported

Independent

Interdependence

Participatory

Supported

Independent

Heredity and Reproduction

Participatory

Supported

Independent

Organization and Development of Living Organisms

Life Science

Participatory

Supported

Independent

Earth Systems and Patterns

Participatory

Supported

Independent

Earth Structures

Earth and Space Science

Sort rocks according to size and shape.

Identify components of soil, such as dead plants and pieces of rock.

Recognize soil types based on color (dark or light) and texture (size of particles).

Recognize the ground in the environment.

Distinguish examples of soil from other substances.

Sort rocks according to size.

Identify small pieces of rock in the soil.

Sort soil samples according to physical properties, such as color (dark or light) or texture (size of particles).

Identify common weather patterns associated with each season.

Identify that the Sun heats the outside air and water.

Recognize that water in an open container will disappear (evaporate).

Identify effects of wind.

Identify harmful consequences of being outside in severe weather, such as lightning, hurricanes, or tornados.

Recognize daily outdoor temperature as hot or cold.

Distinguish between items that are wet and items that are dry.

Indicate awareness of air moving.

Recognize where to go to avoid severe weather, such as thunder and lightning.

Recognize types of weather and match to the weather outdoors.

Recognize that items outside are heated by the Sun.

Recognize that wet things will dry when they are left in the air.

Recognize effects of wind.

Recognize reasons for staying inside during severe weather, such as hurricanes and thunderstorms.

Identify major external body parts, such as hands and legs, and their uses.

Recognize one or more external body parts.

Match external body parts, such as a foot, to their uses.

Observe and recognize the major stages in the life cycles of plants and animals.

Recognize that offspring can be matched with their parents, such as a human baby with adult humans and a puppy with dogs.

Observe and recognize the sequence of stages in the life cycles of common animals.

Identify the basic needs of living things, including water, food, and air.

Recognize that many different kinds of living things are found in different habitats.

Recognize that animals need water.

Recognize common living things in the immediate environment.

Recognize that living things have basic needs, including water and food.

Recognize that many kinds of living things are found in the environment.

Ask questions and make observations about things in the natural world.

Identify information about objects based on observation.

Recognize that the results of a scientific activity should be the same when repeated

Recognize that scientists work to solve problems.

Request a change or help to solve a problem in the environment.

Use senses to recognize objects.

Recognize common objects in different environments.

Answer yes and no questions and make observations about common objects and actions in the natural world.

Identify characteristics of objects based on observation.

Recognize that science activities can be repeated.

Recognize that people work in science.

Identify ways people use electricity in their lives.

Activate a device that uses electricity.

Recognize a way people use electricity in their lives.

Observe and identify that pushing or pulling an object can change the direction of movement of the object.

Observe and recognize that magnets can move some objects.

Identify and demonstrate that an object will fall to the ground when dropped.

Identify that pushing or pulling an object with more force will make the object go faster or farther.

Recognize that pushing and pulling an object makes it move.

Indicate that an object has fallen.

Identify that pushing or pulling an object makes it move.

Use magnets to cause objects to move.

Recognize that an object will fall to the ground when dropped.

Recognize that pushing or pulling an object with more force will make the object go faster or farther.

Identify objects by observable properties, such as, size, shape, color,

Identify objects and materials as solid or liquid.

Recognize that solids have a definite shape and liquids take the shape of their container.

Describe and compare outside daily temperatures as warm or cold.

Compare the volume of liquid in a variety of containers.

Match objects by one observable property, such as size or color.

Recognize water as a liquid.

Recognize different containers that hold liquids.

Recognize common objects or materials as warm or cold.

Identify objects by observable properties, such as size, shape, and color.

Recognize water in solid or liquid states.

Recognize that solids have a definite shape.

Identify outside temperatures as warm or cold.

Recognize different volumes of liquids in identical containers.

Explore and identify that observable properties of materials can be changed.

Recognize that the appearance of an object or material has changed.

Recognize changes in observable properties of materials.