SOUTH DAKOTA SCIENCE STANDARDS
K-2
Kindergarten Nature of Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Understand the nature and origin of scientific knowledge.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Mastery of this indicator does not emerge until eighth grade.)
Indicator 2: Apply the skills necessary to conduct scientific investigations.
Note: These skills should be taught and practiced in grade-level study of Physical, Life,
and Earth/Space Science although mastery is not expected at these grade levels.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Students are able to use scientific thinking skills of
observing and communicating.
•
Use their senses and simple instruments/tools to make
observations.
Example: Use hand lenses, balance scales.
•
Use non-standard units of measurement to compare
objects.
Example: Compare length of various leaves to determine
which are longer/shorter than a given example.
Students are able to safely conduct simple experiments.
Kindergarten Nature of Science
Performance Descriptors
Note: At the K-2 level, the teachers need to focus on observing and collecting
information about the progress students are making related to the checkmark
statements. The skills and concepts addressed in this goal are to be included across
the other goals. Appropriate scientific instruction should provide students the
opportunity to actively engage in scientific investigations.
Kindergarten Physical Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Describe structures and properties of, and changes in, matter.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
K.P.1.1. Students are able to use senses to describe solid
objects in terms of physical attributes.
•
Explain how larger objects are made of smaller pieces.
Examples: Use hand lenses to observe particle board to
conclude that it is made from sawdust and wood chips and
to see that fabric is made from fibers.
•
Identify similarities /differences of various objects.
Example: Given a collection of shoes, students can
describe ways the shoes are alike and ways the shoes are
different.
(Knowledge)
K.P.1.2. Students are able to identify water in its solid and
liquid forms.
•
Observe ice in the environment.
Examples: Observe ice in/on ponds, icicles, frost on
playground surfaces.
•
Observe water in the environment.
Examples: Observe rain, puddles, river, water fountain.
Students are able to observe physical changes in matter.
Examples: Observe melting chocolate, freezing ice cubes,
bending straws, tearing paper.
Indicator 2: Analyze forces, their forms, and their effects on motions.
Note: These skills should be taught and practiced although mastery is not expected until
a later grade level.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Students are able identify things that move.
Examples: wheels, swings, bicycles, bodies
Students are able to explore magnets.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Example: Use a variety of magnets (horseshoe, donut, bar,
ball/marble, wand magnets) to test attraction. Test on wood,
paper, water, metals, etc.
Indicator 3: Analyze interactions of energy and matter.
Note: These skills should be taught and practiced although mastery is not expected until
a later grade level.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Students are able to explore vibration and sound.
Examples: Use musical instruments, voice box, rubber bands,
to see/feel vibrations and hear different sound tones, pitches,
etc.
Kindergarten Physical Science
Performance Descriptors
Advanced
Kindergarten students performing at the advanced level:
•
categorize solid objects by physical attributes;
•
describe how to transform water from a solid to a liquid.
Proficient
Kindergarten students performing at the proficient level:
•
describe solid objects in terms of physical attributes;
•
identify water in its solid and liquid forms.
Basic
Kindergarten students performing at the basic level:
•
describe solid objects in terms of one physical attribute;
•
identify water in its liquid form.
Kindergarten Life Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Understand the fundamental structures, functions, classifications, and
mechanisms found in living things.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
K.L.1.1. Students are able to sort living from non-living
things.
Example
: Use concrete examples to sort living and nonliving
things. Have examples available and observable in the
classroom (non-pollen plants, fish, snails, insects, worms,
rocks/sand, sea shells, etc.).
Example
: Use magazines or pictures to group things into
living and non-living.
Students are able to discuss the basic needs of plants and
animals.
Example: Demonstrate what happens to plants after a week
or two of not watering.
Students are able to compare size and shape of living things.
Example: Gather and sort a variety of leaves from local
trees and plants.
Example: Order a variety of mammals from smallest to
largest (mouse, coyote, buffalo).
Indicator 2: Analyze various patterns and products of natural and induced
biological change.
Note: These skills should be taught and practiced although mastery is not expected until
a later grade level.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Recognize similarities and differences between animal
offspring and their parents.
Example: matching adults to babies using pictures of
animals or of students and families
Indicator 3: Analyze how organisms are linked to one another and the environment.
Note: These skills should be taught and practiced although mastery is not expected until
a later grade level.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Students are able to explore the local habitat.
Example: Conduct nature walks around school yard and
neighborhood looking for specific examples of a variety of
living things (plants, evidence of animals).
Kindergarten Life Science
Performance Descriptors
Advanced
Kindergarten students performing at the advanced level:
•
identify basic needs of plants and animals;
•
compare size and shape of living things;
•
identify similarities between adult animals and their
offspring.
Proficient Kindergarten students performing at the proficient level:
•
sort living from non-living things.
Basic Kindergarten students performing at the basic level:
•
identify pictures of living things.
Kindergarten Earth/Space Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Analyze the various structures and processes of the Earth system.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
K.E.1.1. Students are able to describe simple Earth patterns
in daily life.
Examples
: weather observations, seasons, night and day
Explore rocks, sand, water, and soil.
Examples of tools and materials to use include sand and
water table, sifters, screens.
Indicator 2: Analyze essential principles and ideas about the composition and
structure of the universe.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Mastery of this indicator does not emerge until third grade.)
Kindergarten Earth/Space Science
Performance Descriptors
Advanced Kindergarten students performing at the advanced level:
•
identify the seasons.
Proficient Kindergarten students performing at the proficient level:
•
describe simple Earth patterns in daily life.
Basic
Kindergarten students performing at the basic level:
•
name a difference between day and night and between
summer and winter.
Kindergarten Science, Technology, Environment, and Society
Grade Standards, Supporting Skills, and Examples
Indicator 1: Analyze various implications/effects of scientific advancement within
the environment and society.
Note: These skills should be taught and practiced in grade-level study of Physical, Life,
and Earth/Space Science although mastery is not expected at these grade levels.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Students are able to recognize technology in school, home,
and community.
Example: Recognize computers, pencils, refrigerators,
Velcro, fire trucks as technology.
Care for the environment around the school.
Example: Pick up litter on the playground and around the
school.
Recognize ways to reuse various materials.
Example: Reuse materials in art projects like paper, milk
cartons, egg cartons, newspapers, etc.
Example: Use both sides of a sheet of paper.
Indicator 2: Analyze the relationships/interactions among science, technology,
environment, and society.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Mastery of this indicator does not emerge until fifth grade.)
Kindergarten Science Technology, Environment, and Society
Performance Descriptors
Note: At the K-2 level, the teachers need to focus on observing and collecting
information about the progress students are making related to the checkmark
statements. The skills and concepts addressed in this goal are to be included across
the other goals. Appropriate scientific instruction should provide students the
opportunity to actively engage in scientific investigations.
First Grade Nature of Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Understand the nature and origin of scientific knowledge.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Mastery of this indicator does not emerge until eighth grade.)
Indicator 2: Apply the skills necessary to conduct scientific investigations.
Note: These skills should be taught and practiced in grade-level study of Physical, Life,
and Earth/Space Science although mastery is not expected at these grade levels.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Use scientific thinking skills of observing, communicating,
and comparing.
•
Enhance observations by using senses and simple
instruments/tools to identify differences in properties.
Example: Use magnets, balance scales, hand lenses,
rulers for simple experiments.
•
Record observations and data.
Example: Use pictures, numbers, graphs, or written
statements to record experiment data.
•
Measure length, mass, and volume using non-standard
and standard units when appropriate.
Example: Use a balance scale to determine how many
cubes it takes to balance a rock sample.
Use safety procedures in conducting science investigations.
Example: Explain why food used in an experiment is not
for eating; wash hands after handling living things.
Example: When exploring light/heat sources, do not touch
hot things.
First Grade Nature of Science
Performance Descriptors
Note: At the K-2 level, the teachers need to focus on observing and collecting
information about the progress students are making related to the checkmark
statements. The skills and concepts addressed in this goal are to be included across
the other goals. Appropriate scientific instruction should provide students the
opportunity to actively engage in scientific investigations.
First Grade Physical Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Describe structures and properties of, and changes in, matter.
Bloom’s Taxonomy
Level Standards, Supporting Skills, and Examples
(Analysis)
1.P.1.1. Students are able to categorize objects by physical
attributes such as color, size, and shape.
Examples
: Sort leaves, rocks, buttons, seeds, beans, animals.
(Comprehension)
1.P.1.2. Students are able to compare objects in terms of
heavier or lighter.
Example
: Use film canisters filled with various materials
such as pennies, sand, yarn, popcorn, washers. Students order
the canisters from lightest to heaviest.
(Application)
1.P.1.3. Students are able to predict how common materials
interact with water.
•
Floating/sinking
Example: Use items to float/sink: clay, wood, cork,
pencils, crayons, coins, cotton balls, etc.
Soluble/nonsoluble
Example: Try to dissolve or mix salt, sugar, toothpaste, oil,
etc. in water.
Indicator 2: Analyze forces, their forms, and their effects on motions.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
1.P.2.1. Students are able to describe relative positions of
objects.
Examples
: Use positional words (far, near, in front, behind)
to describe the location of objects in the classroom or on the
playground.
Show how magnets can be used to make some things move
without being touched.
Example: Use magnetic games such as fishing pole with
magnet attached to line and fish with paper clips attached.
Example: Use a magnet under a maze page to move the
paper clip across the page.
Demonstrate ways to make objects move faster or slower or
in a different direction.
Example: Use inclined planes with smooth surfaces and
rough surfaces (sandpaper or felt) to observe change in
motion of an object. For objects use balls, boxes, toy cars,
blocks, etc.
Indicator 3: Analyze interactions of energy and matter.
Note: These skills should be taught and practiced although mastery is not expected at
these grade levels.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Identify heat and light sources.
Example: Identify heat and light sources in student’s home:
oven, lamp, furnace, candle, etc. (Warning: DO NOT
TOUCH)
Create shadows.
Example: Use a light source and solid objects to create
shadows on the wall.
First Grade Physical Science
Performance Descriptors
Advanced
First grade students performing at the advanced level:
•
create and explain categories for sorting solid objects by
physical attributes;
•
describe motion in terms of changes in position;
•
identify sources of heat and light;
•
show how magnets make things move;
•
predict solubility of common materials with water.
Proficient
First grade students performing at the proficient level:
•
categorize solid objects by multiple physical attributes
such as color, size, and shape;
•
compare objects in terms of heavier or lighter;
•
describe relative positions of objects;
•
predict how common materials interact with water.
Basic
First grade students performing at the basic level:
•
categorize objects by one physical attribute;
•
demonstrate the relative positions of over, under, in, and
out;
•
identify a material that will float in water and one that will
sink.
First Grade Life Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Understand the fundamental structures, functions, classifications, and
mechanisms found in living things.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
1.L.1.1. Students are able to discover life needs of green
plants.
•
Grow plants using variables such as sunlight/no sunlight,
soil/no soil, sand or rock.
(Knowledge)
1.L.1.2. Students are able to identify the parts of a plant.
Examples
: Draw and label seeds, roots, stems, fruit.
(Knowledge)
1.L.1.3. Students are able to list life needs of people and
other animals.
Example
: Illustrate life needs of an animal living in your
area. (Be sure to include food, air, water, place to live as life
needs.)
Indicator 2: Analyze various patterns and products of natural and induced
biological change.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
1.L.2.1. Students are able to describe physical similarities
and differences between parents and offspring.
Example
: Tell how puppies are like dogs, ducklings are like
ducks, etc.
Indicator 3: Analyze how organisms are linked to one another and the environment.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
1.L.3.1. Students are able to relate characteristics of plants
and animals that allow them to live in specific habitats.
Example
: Explain what physical characteristics allow a fish
to live in water, or a cactus on the prairie, etc.
Example
: Wet two paper towels. Leave one flat and roll
one up. Observe how rolled paper towel retains water better.
Relate observations to the structure of a cactus.
First Grade Life Science
Performance Descriptors
Advanced
First grade students performing at the advanced level:
•
compare life needs of plants and animals in various
habitats;
•
compare observable parts of plants;
•
describe physical similarities and differences between
parents and offspring.
Proficient
First grade students performing at the proficient level:
•
describe life needs of plants and animals in various
habitats;
•
identify observable parts of a plant;
•
identify physical similarities and differences between
parents and offspring.
Basic
First grade students performing at the basic level:
•
describe food and water as life needs of animals;
•
identify roots, leaf, and stem of plants;
•
identify observable similarities between parents and
offspring.
First Grade Earth/Space Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Analyze the various structures and processes of the Earth system.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
1.E.1.1. Students are able to recognize changes in weather
over time.
•
Seasonal changes
Example: Graph sunny, cloudy, rainy, windy, and
stormy days.
(Comprehension)
1.E.1.2. Students are able to describe rocks in terms of
properties.
Example
: Describe the texture, size, and color of a rock.
Indicator 2: Analyze essential principles and ideas about the composition and
structure of the universe.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Identify what can be observed in the sky by the unaided eye in
the day and at night.
Example: Illustrate a day sky and a night sky including Sun,
Moon, stars, clouds, etc.
First Grade Earth/Space Science
Performance Descriptors
Advanced
First grade students performing at the advanced level:
•
identify what can be observed in the sky by the unaided
eye in the day and at night.
Proficient
First grade students performing at the proficient level:
•
recognize changes in weather over time;
•
describe rocks.
Basic
First grade students performing at the basic level:
•
describe the current day’s weather;
•
identify rocks .
First Grade Science, Technology, Environment, and Society
Grade Standards, Supporting Skills, and Examples
Indicator 1: Analyze various implications/effects of scientific advancement within
the environment and society.
Note: These skills should be taught and practiced in grade-level study of Physical, Life,
and Earth/Space Science although mastery is not expected at these grade levels.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Describe ways technology makes life easier for people.
Example: Explain ways computers, lamps, microwave, pencil
sharpener, pens make life easier.
Investigate natural resources and their uses.
Example: Illustrate ways we use water, trees, soil, and rocks.
Investigate how to recycle and reuse products made from
natural resources.
Examples: Recycle paper products, cans, baby food jars, etc.
in the classroom.
Indicator 2: Analyze the relationships/interactions among science, technology,
environment, and society.
Note: These skills should be taught and practiced in grade-level study of Physical, Life,
and Earth/Space Science although mastery is not expected at these grade levels.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Identify how technology has helped people solve everyday
problems.
Example: Find three different technology tools in your
classroom or on your clothes. Include clothing fasteners such
as buttons, zippers, Velcro and/or assistive technologies for
special needs students such as touch pads or switches for
communication, eyeglasses, and contacts.
Develop personal habits that display concern for the
environment.
Example: Use the trash can in the park or on the school
playground.
First Grade Science, Technology, Environment, and Society
Performance Descriptors
Note: At the K-2 level, the teachers need to focus on observing and collecting
information about the progress students are making related to the checkmark
statements. The skills and concepts addressed in this goal are to be included across
the other goals. Appropriate scientific instruction should provide students the
opportunity to actively engage in scientific investigations.
Second Grade Nature of Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Understand the nature and origin of scientific knowledge.
Note: These skills should be taught and practiced in grade-level study of Physical, Life,
and Earth/Space Science although mastery is not expected at these grade levels.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Explore scientific contributions made by people.
Example: Share a presentation with the class on Alexander
Graham Bell, Ben Franklin, Rachel Carson, Thomas Edison,
George Washington Carver, Wright brothers.
Indicator 2: Apply the skills necessary to conduct scientific investigations.
Note: These skills should be taught and practiced in grade-level study of Physical, Life,
and Earth/Space Science although mastery is not expected at these grade levels.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Use scientific thinking skills of observing, communicating,
classifying, and comparing.
•
Measure length, volume, mass, and temperature in
appropriate units.
Examples: Use rulers to measure plant growth. Use
balance scales to compare the mass (weight) of rocks.
Example: Read thermometers on a daily basis to record
outside temperature as part of a daily weather log.
•
Make predictions based on observations rather than
random guesses.
Example: Given a collection of objects, predict which will
sink and which will float.
•
Record and interpret observations and data.
Example: Use data from weather journal to create a
monthly weather graph.
Example: Make a timeline to illustrate the life cycle of an
insect.
Write descriptions and/or draw pictures to represent
sequences of steps, events, and observations.
Examples: Create scientific diagrams illustrating a life cycle;
write the steps for doing an experiment with magnets.
Recognize importance of safety procedures and equipment.
Example: Direct projectiles away from peers when flying
gliders.
Second Grade Nature of Science
Performance Descriptors
Note: At the K-2 level, the teachers need to focus on observing and collecting
information about the progress students are making related to the checkmark
statements. The skills and concepts addressed in this goal are to be included across
the other goals. Appropriate scientific instruction should provide students the
opportunity to actively engage in scientific investigations.
Second Grade Physical Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Describe structures and properties of, and changes in, matter.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
2.P.1.1. Students are able to classify solids in terms of the
materials they are made of and their physical properties.
Examples
of materials: cloth, paper, wood, metal, plastic,
etc.
Examples
of physical properties: color, size, shape, opacity,
mass, texture, flexibility, etc.
•
Define a solid.
(Comprehension)
2.P.1.2. Students are able to describe visually observable
properties of liquids and classify liquids by their physical
properties.
Examples:
translucent, transparent, opaque, color, foamy,
bubbly, viscous, etc.
•
Define a liquid.
Explore properties of gases.
Example: Use a balloon to demonstrate air taking the shape
of the container.
(Application)
2.P.1.3. Students are able to identify mixtures of solid
substances and ways to separate them.
Examples
: Separate trail mix, rocks and sand, types of
beans.
Indicator 2: Analyze forces, their forms, and their effects on motions.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
2.P.2.1. Students are able to demonstrate how moving
objects exhibit different types of motion.
Examples
: straight, circular, back and forth
•
Describe motions of common objects in terms of change
in position or direction (e.g., up-down, left- right, fastslow).
•
Describe how pushes or pulls can change motion of an
object.
(Application)
2.P.2.2. Students are able to predict the effects of magnets on
other magnets and other objects.
•
Attracting and repelling
Example: Stack donut magnets on a pencil.
Example: Use classroom objects to test which objects are
attracted to the magnet.
Explore magnetic poles.
Example: Use a bar magnet to move another bar magnet.
Indicator 3: Analyze interactions of energy and matter.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
2.P.3.1. Students are able to compare sounds in terms of
high pitch, low pitch, loud and soft (volume).
Example
: Use a variety of rubber band widths and sizes to
compare the pitch and volume when the band is plucked.
Describe ways heat can be produced.
Example: Create heat by rubbing hands together.
Example: Turn on heat lamp to warm incubator.
Demonstrate how light can pass through some objects and
not others.
•
Predict the casting of shadows.
Example: Use 2- and 3-dimensional objects at different
distances from light source to cast a variety of shadows.
Explore sources of energy.
Examples: Discuss moving water, food, wind, sun, rubber
bands, batteries as sources of energy.
Second Grade Physical Science
Performance Descriptors
Advanced
Second grade students performing at the advanced level:
•
predict the casting of shadows;
•
select materials based on physical properties to solve a
task;
•
identify ways to separate mixtures, including solids and
liquids;
•
describe interactions of magnetic poles;
•
demonstrate ways to change pitch;
•
describe ways heat can be produced.
Proficient
Second grade students performing at the proficient level:
•
describe and classify solids and liquids in terms of physical
properties;
•
identify and separate mixtures;
•
demonstrate different ways objects move and affect other
objects;
•
compare sounds in terms of pitch and volume.
Basic
Second grade students performing at the basic level:
•
describe solids and liquids in terms of physical properties;
•
demonstrate ways objects move;
•
compare sounds in terms of volume.
Second Grade Life Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Understand the fundamental structures, functions, classifications, and
mechanisms found in living things.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
2.L.1.1. Students are able to classify plants according to
similarities and differences.
Examples
: Classify plants by kinds of seeds, color, size,
shape, and structure.
(Application)
2.L.1.2. Students are able to classify people and animals
according to similarities and differences.
Examples
: Classify animals by color, size, shape, body parts,
gender, and offspring.
Indicator 2: Analyze various patterns and products of natural and induced
biological change.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
2.L.2.1. Students are able to describe how flowering plants
go through a series of orderly changes in their life cycle.
Example
: Illustrate ways flowering plants undergo many
changes from the formation of a flower to the development
of the fruit.
(Comprehension)
2.L.2.2. Students are able to compare life cycles of various
living things.
Example
: Diagram life cycles using tadpoles to frogs and
kittens to cats.
Indicator 3: Analyze how organisms are linked to one another and the environment.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
2.L.3.1. Students are able to describe ways that plants and
animals depend on each other.
Example
: Illustrate ways seeds are dispersed in the
environment.
Example
: Describe how cattle need grass in order to
survive.
(Comprehension)
2.L.3.2. Students are able to associate adaptations in plants
and animals in response to seasonal changes.
Examples
: Find examples of animals that migrate, hibernate,
use camouflage, or go dormant.
(Knowledge)
2.L.3.3. Students are able to recognize what it means for a
species to be extinct or endangered.
Examples
: Discuss dinosaurs, black-footed ferret,
mammoth.
Second Grade Life Science
Performance Descriptors
Advanced
Second grade students performing at the advanced level:
•
illustrate and label examples of plant and animal life
cycles;
•
explain how plants and animals depend on each other
and respond to seasonal changes in the environment;
•
identify possible reasons for the disappearance of a
species.
Proficient
Second grade students performing at the proficient level:
•
given illustrations, classify plants and animals
according to their similarities and differences;
•
sequence a plant life cycle and an animal life cycle;
•
describe ways plants and animals depend on each other
and respond to seasonal changes in the environment;
•
identify a species that is extinct and one that is
endangered.
Basic
Second grade students performing at the basic level:
•
given illustrations, describe similarities between
plants or between animals;
•
describe an example of a life cycle of a plant or of an
animal;
•
identify a species that is extinct.
Second Grade Earth/Space Science
Grade Standards, Supporting Skills, and Examples
Indicator 1: Analyze the various structures and processes of the Earth system.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
2.E.1.1. Students are able to describe types and patterns of
weather during different seasons.
•
Measure and record weather data such as high and low
temperature, wind, precipitation, clouds using tools such
as a rain gauge, anemometer, wind sock, etc.
Practice reading thermometers.
(Knowledge)
2.E.1.2. Students are able to identify and locate geological
features using maps and globes.
Examples
: Locate mountains, plains, valleys, and bodies of
water on a globe or map.
•
Recognize most of the Earth’s surface is covered with
water.
(Comprehension)
2.E.1.3. Students are able to recognize and distinguish
between forms of water in the Earth system.
Examples
: snow, ice, fresh water, salt water
Recognize ways fossils provide evidence about plants and
animals that lived long ago.
Example: Looking at fossilized teeth, determine if animal ate
plants or meat.
Indicator 2: Analyze essential principles and ideas about the composition and
structure of the universe.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Identify the basic components of space.
Examples: Label Sun, Moon, planets, stars.
Second Grade Earth/Space Science
Performance Descriptors
Advanced
Second grade students performing at the advanced level:
•
identify the basic components of space;
•
read a thermometer.
Proficient
Second grade students performing at the proficient level:
•
describe types and patterns of weather during different
seasons;
•
identify and locate geological features using maps and
globes;
•
recognize and distinguish between forms of water in the
Earth system.
Basic
Second grade students performing at the basic level:
•
describe the weather associated with a season;
•
identify land and water on maps and globes.
Second Grade Science, Technology, Environment, and Society
Grade Standards, Supporting Skills, and Examples
Indicator 1: Analyze various implications/effects of scientific advancement within
the environment and society.
Note: These skills should be taught and practiced in grade-level study of Physical, Life,
and Earth/Space Science although mastery is not expected at these grade levels.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Explore how technology has changed daily life.
Examples: Compare and contrast: email/postal service,
computers/pencils, light bulb/candles, microwave/woodburning
stove, etc.
Recognize ways to recycle, reuse, renew, and reduce.
Examples: Generate ideas on ways to reuse, renew, or
reduce the use of water, trees, soil, and other natural
resources.
Indicator 2: Analyze the relationships/interactions among science, technology,
environment, and society.
Note: These skills should be taught and practiced in grade-level study of Physical, Life,
and Earth/Space Science although mastery is not expected at these grade levels.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
Investigate and describe ways science/technology is used to
solve problems.
Examples: Describe ways wheels and ramps make it easier
to do work; there are handicap-accessible modifications for
public buildings.
Explain how scientific findings have generated solutions to
various environmental and social concerns.
Example: Discuss water pollution, West Nile, germs, and
diseases.
Second Grade Science, Technology, Environment, and Society
Performance Descriptors
Note: At the K-2 level, the teachers need to focus on observing and collecting
information about the progress students are making related to the checkmark
statements. The skills and concepts addressed in this goal are to be included across
the other goals. Appropriate scientific instruction should provide students the
opportunity to actively engage in scientific investigations.
NATURE OF SCIENCE STANDARDS
K-2
Indicator 1: Understand the nature and origin of scientific knowledge.
Note: Mastery is not expected at these grade levels.
Indicator 2: Apply the skills necessary to conduct scientific investigations.
Note: Mastery is not expected at these grade levels.
PHYSICAL SCIENCE STANDARDS
K-2
Indicator 1: Describe structures and properties of, and changes in, matter.
Kindergarten First Grade Second Grade
K.P.1.1.
(Comprehension) Use
senses to describe solid
objects in terms of
physical attributes.
1.P.1.1. (Analysis)
Categorize objects by
physical attributes such
as color, size, and
shape.
2.P.1.1. (Application)
Classify solids in terms of
the materials they are made
of and their physical
properties.
K.P.1.2. (Knowledge)
Identify water in its solid
and liquid forms.
1.P.1.2.
(Comprehension)
Compare objects in
terms of heavier or
lighter.
2.P.1.2. (Comprehension)
Describe visually
observable properties of
liquids and classify liquids
by their physical properties.
1.P.1.3. (Application)
Predict how common
materials interact with
water.
2.P.1.3. (Application)
Identify mixtures of solid
substances and ways to
separate them.
Indicator 2: Analyze forces, their forms, and their effects on motions.
Kindergarten First Grade Second Grade
1.P.2.1.
(Comprehension)
Describe relative
positions of objects.
2.P.2.1. (Application)
Demonstrate how moving
objects exhibit different
types of motion.
2.P.2.2. (Application)
Predict the effects of
magnets on other magnets
and other objects.
Indicator 3: Analyze interactions of energy and matter.
Kindergarten First Grade Second Grade
2.P.3.1.
(Comprehension)
Compare sounds in
terms of high pitch, low
pitch, loud and soft
(volume).
LIFE SCIENCE STANDARDS
K-2
Indicator 1: Understand the fundamental structures, functions, classifications,
and mechanisms found in living things.
Kindergarten First Grade Second Grade
K.L.1.1. (Application)
Sort living from nonliving
things.
1.L.1.1. (Application)
Discover life needs of
green plants.
2.L.1.1. (Application)
Classify plants according
to similarities and
differences.
1.L.1.2. (Knowledge)
Identify the parts of a
plant.
2.L.1.2. (Application)
Classify people and
animals according to
similarities and
differences.
1.L.1.3. (Knowledge)
List life needs of people
and other animals.
Indicator 2: Analyze various patterns of inheritance and biological change.
Kindergarten First Grade Second Grade
1.L.2.1.
(Comprehension)
Describe physical
similarities and
differences between
parents and offspring.
2.L.2.1.
(Comprehension)
Describe how flowering
plants go through a
series of orderly changes
in their life cycle.
2.L.2.2.
(Comprehension)
Compare life cycles of
various living things.
Indicator 3: Analyze how organisms are linked to one another and the
environment.
Kindergarten First Grade Second Grade
1.L.3.1. (Application)
Relate characteristics of
plants and animals that
allow them to live in
specific habitats.
2.L.3.1.
(Comprehension)
Describe ways that
plants and animals
depend on each other.
2.L.3.2.
(Comprehension)
Associate adaptations in
plants and animals in
response to seasonal
changes.
2.L.3.3. (Knowledge)
Recognize what it means
for a species to be extinct
or endangered.
EARTH/SPACE SCIENCE STANDARDS
K-2
Indicator 1: Analyze the various structures and processes of the Earth system.
Kindergarten First Grade Second Grade
K.E.1.1.
(Comprehension)
Describe simple Earth
patterns in daily life.
1.E.1.1.
(Comprehension)
Recognize changes in
weather over time.
2.E.1.1.
(Comprehension)
Describe types and
patterns of weather
during different seasons.
1.E.1.2.
(Comprehension)
Describe rocks in terms
of properties.
2.E.1.2. (Knowledge)
Identify and locate
geological features using
maps and globes.
2.E.1.3.
(Comprehension)
Recognize and
distinguish between
forms of water in the
Earth system.
Indicator 2: Analyze essential principles and ideas about the composition and
structure of the universe.
Note: Mastery is not expected at these grade levels.
SCIENCE, TECHNOLOGY, ENVIRONMENT, AND SOCIETY STANDARDS
K-2
Indicator 1: Analyze various implications/effects of scientific advancement within
the environment and society.
Note: Mastery is not expected at these grade levels.
Indicator 2: Analyze the relationships/interactions among science, technology,
environment, and society.
Note: Mastery is not expected at these grade levels.
