Grade 2 Science Massachusetts standards Standards

Technology/Engineering

Physical Science

Life Science

Earth and Space Sciences

Economics: resources and choices

Civics in the context of geography: countries and governments

History: migrations and cultures

Geography and its effects on people

Reading and making maps

Grade 2: Global Geography: Places and Peoples, Cultures and Resources

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

History and Social Science and the Standards for Literacy (Pre-K - 5)

Standards for History and Social Science Practice

Investigate and compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Map the shapes and types of landforms and bodies of water in an area.

Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid.

Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform.

Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live.

Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas.

Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture, and absorbency.

Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended purpose.

Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects.

Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot.

Design and conduct an experiment to show the effects of friction on the relative temperature and speed of objects that rub against each other.

Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.

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

Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical and technical texts, exhibiting complexity for at least grade 2.

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

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

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Know and use text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Describe how reasons support specific points the author makes in a text.

Compare and contrast the most important points presented by two texts on the same topic.

Participate in collaborative discussions with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Build on others' talk in conversations by responding to comments through multiple exchanges.

Ask for clarification and further explanation as needed about the topics and texts under discussion.

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

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Tell a story, recount an experience, or explain how to solve a mathematical problem, with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences and using appropriate vocabulary.

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

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Explain the kinds of information provided by components of a map (e.g., compass rose/cardinal directions, scale, key/legend, title) and give examples of how maps can show relationships between humans and the environment (e.g., travel, roads, natural resources, agriculture, mining).

Compare different kinds of map projections (e.g., Mercator, Peters) and explain how they represent the world differently.

Construct a map of a familiar location (e.g., the school, the neighborhood, a park).

On a map of the world and on a globe, locate all the continents and some major physical characteristics on each continent (e.g., lakes, seas, bays, rivers and tributaries, mountains and mountain ranges, and peninsulas, deserts, plains).

On a map of the world and on a globe, locate the oceans of the world, and explain the importance of oceans and how they make the world habitable.

Explain how the location of landforms and bodies of water helps determine conditions (i.e., climate, weather, vegetation) for habitable living.

Explain and describe human interaction with the physical world (the environment).

Investigate reasons why people migrate (move) to different places around the world, recognizing that some migration is voluntary, some forced (e.g., refugees, people driven from their homelands, enslaved people).

Give examples of why the United States is called "a nation of immigrants".

Conduct interviews with family members, neighbors, friends, or school staff to discover where their families came from, how and why they moved to where they now live, and when and why their families came to Massachusetts.

Identify what individuals and families bring with them (e.g., memories, cultural traits, goods, ideas, and languages or ways of speaking) when they move to a different place and identify the significant impacts of migration; identify elements that define the culture of a society (e.g., language, literature, arts, religion, traditions, customs); explain how the community is enriched by contributions from all the people who form it today.

Recognize the difference between physical geography and political geography.

Explain the characteristics of a country.

Locate and analyze information and present a short research report on the physical features, resources, and people of a country outside the United States.

Explain the relationship between natural resources and industries and jobs in a particular location (e.g., fishing, shipbuilding, farming, trading, mining, lumbering, manufacturing).

Distinguish a renewable resource from a non-renewable resource.

Explain that people are a resource too, and that the knowledge and skills they gain through school, college, and work make possible innovations and technological advancements that lead to an ever-growing share of goods and services.

Explain what it means to be employed and define the terms income, wages, and salary.

Give examples of products (goods) that people buy and use.

Give examples of services people do for each other.

Give examples of choices people have to make about buying goods and services (e.g., food for the family or a video game; bus fare to get to work or a movie ticket for entertainment) and why they have to make choices (e.g., because they have only enough money for one purchase, not two).

Analyze examples of voluntary choices people make about buying goods and services (e.g., to buy from a company that supports its workers or protects the environment).

Compare and contrast reasons why people save some of their money (e.g., deciding to put some of it aside for later for a future purchase, for a charitable donation or for an emergency).

Write opinion pieces that 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.

Write routinely for a range of tasks, purposes, and audiences.

Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Write narratives in prose or poem form that recount a well-elaborated event or experience, or a set of events or experiences, include details and dialogue to show actions, thoughts, and feelings; use temporal words to signal order where appropriate; and provide a sense of closure.

For poems, use words and phrases that form patterns of sounds (e.g., regular beats, alliteration, end rhymes, repeated sounds in words or lines) to create structure.

Produce writing in which the development and organization are appropriate to task, purpose, and audience.

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Begins in grade 3.

Demonstrate the ability to choose and use appropriate vocabulary.

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

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).

Recall information from experiences or gather information from provided sources to answer a question.

Begins in grade 4.

Earth's Systems

Engineering Design

Demonstrate civic knowledge, skills, and dispositions.

Develop focused questions or problem statements and conduct inquiries.

Organize information and data from multiple primary and secondary sources.

Analyze the purpose and point of view of each source; distinguish opinion from fact.

Evaluate the credibility, accuracy, and relevance of each source.

Argue or explain conclusions, using valid reasoning and evidence.

Determine next steps and take informed action, as appropriate.

Ecosystems: Interactions, Energy, and Dynamics

Biological Evolution: Unity and Diversity

Matter and Its Interactions

Energy

Computational Thinking

Computing Systems

Digital Tools and Collaboration

Computing and Society

Safety and Security

Demonstrate proper ergonomics (e.g., body position, stretching) when using devices.

Use electrical devices safely and in moderation (e.g., unplug devices by pulling the plug rather than the cord, do not mix water/food and electric devices, avoid gaming and walking).

Care for devices appropriately (e.g., handling devices gently, completely shutting down devices when not in use, storing devices in the appropriate container).

Explain that a password helps protect the privacy of information.

Identify safe and unsafe examples of online communications.

Explain why we keep personal information (e.g., name, location, phone number, home address) private.

Identify which personal information (e.g., user name or real name, school name or home address) should and should not be shared online and with whom.

Explain why it is necessary to report inappropriate electronic content or contact.

Ethics and Laws

Define good digital citizenship as using technology safely, responsibly, and ethically.

Demonstrate responsible use of computers, peripheral devices, and resources as outlined in school rules (Acceptable Use Policy [AUP] for K-2).

Explain that most digital artifacts have owners.

Explain the importance of giving credit to media creators/owners when using their work.

Interpersonal and Societal Impact

Identify and describe how people (e.g., students, parents, policemen) use many types of technologies in their daily work and personal lives.

Recognize when the purpose of content is to provide information or to influence you to act.

Computing Devices

Identify different kinds of computing devices in the classroom and other places (e.g., laptops, tablets, smart phones, desktops).

Identify visible components of computing devices (e.g., keyboard, screen, monitor, printer, pointing device).

Explain that computing devices function when applications, programs, or commands are executed.

Operate a variety of computing systems (e.g., turn on, use input/output devices such as a mouse, keyboard, or touch screen; find, navigate, launch a program).

Human and Computer Partnerships

Explain that computing devices are machines that are not alive, but can be used to help humans with tasks.

Recognize that some tasks are best completed by humans and others by computing devices (e.g., a human might be able to rescue someone in a normal environment, but robots would be better to use in a dangerous environment).

Recognize that different tools can solve the same problem (e.g., pen and paper, calculators, and smart phones can all be used to solve simple mathematical problems)

Networks

Explain that networks link computers and devices locally and around the world allowing people to access and communicate information.

Services

No standards at this level.

Abstraction

List the attributes of a common object, for example, cars have a color, type (e.g., pickup, van, sedan), number of seats, etc.

Algorithms

Define an algorithm as a sequence of defined steps.

Create a simple algorithm, individually and collaboratively, without using computers to complete a task (e.g., making a sandwich, getting ready for school, checking a book out of the library).

Enact an algorithm using tangible materials (e.g., manipulatives, your body) or present the algorithm in a visual medium (e.g., storyboard).

Data

Identify different kinds of information (e.g., text, charts, graphs, numbers, pictures, audio, video, collections of objects.)

Identify, research, and collect information on a topic, issue, problem, or question using age-appropriate digital technologies.

Individually and collaboratively propose a solution to a problem or question based on an analysis of information.

Individually and collaboratively create information visualizations (e.g., charts, infographics).

Explain that computers can save information as data that can be stored, searched, retrieved, and deleted.

Programming and Development

Define a computer program as a set of commands created by people to do something.

Explain that computers only follow the program's instructions.

Individually or collaboratively create a simple program using visual instructions or tools that do not require a textual programming language (e.g., "unplugged" programming activities, a block-based programming language).

Modeling and Simulation

Describe how models represent a real-life system (e.g., globe, map, solar system, digital elevation model, weather map).

Define simulation and identify the concepts illustrated by a simple simulation (e.g., growth and health, butterfly life cycle).

Digital Tools

Operate a variety of digital tools (e.g., open/close, find, save/print, navigate, use input/output devices).

Identify, locate, and use letters, numbers, and special keys on a keyboard (e.g., Space Bar, Shift, Delete).

Create a simple digital artifact.

Use appropriate digital tools individually and collaboratively to create, review, and revise simple artifacts that include text, images and audio.

Collaboration and Communication

Collaboratively use digital tools and media resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

Use a variety of digital tools to exchange information and feedback with teachers.

Use a variety of digital tools to present information to others.

Research

Conduct basic keyword searches to gather information from teacher-provided digital sources (e.g., online library catalog, databases).

Create an artifact individually and collaboratively that answers a research question, while clearly expressing thoughts and ideas.

Acknowledge and name sources of information or media (e.g., title of book, author of book, website).