| (a) Introduction.
(1) In Grade 2, careful observation and investigation
are used to learn about the natural world and reveal patterns, changes,
and cycles. Students should understand that certain types of questions
can be answered by using observation and investigations and that the
information gathered in these investigations may change as new observations
are made. As students participate in investigation, they develop the
skills necessary to do science as well as develop new science concepts.
(A) A central theme throughout the study of scientific
investigation and reasoning; matter and energy; force, motion, and
energy; Earth and space; and organisms and environment is active engagement
in asking questions, creating a method to answer those questions,
answering those questions, communicating ideas, and exploring with
scientific tools. Scientific investigation and reasoning involves
practicing safe procedures, asking questions about the natural world,
and seeking answers to those questions through simple observations
used in descriptive investigations.
(B) Within the physical environment, students expand
their understanding of the properties of objects such as temperature,
shape, and flexibility then use those properties to compare, classify,
and then combine the objects to do something that they could not do
before. Students manipulate objects to demonstrate a change in motion
and position.
(C) Within the natural environment, students will observe
the properties of earth materials as well as predictable patterns
that occur on Earth and in the sky. The students understand that those
patterns are used to make choices in clothing, activities, and transportation.
(D) Within the living environment, students explore
patterns, systems, and cycles by investigating characteristics of
organisms, life cycles, and interactions among all the components
within their habitat. Students examine how living organisms depend
on each other and on their environment.
(2) Science, as defined by the National Academy of
Sciences, is the "use of evidence to construct testable explanations
and predictions of natural phenomena, as well as the knowledge generated
through this process."
(3) Recurring themes are pervasive in sciences, mathematics,
and technology. These ideas transcend disciplinary boundaries and
include patterns, cycles, systems, models, and change and constancy.
(4) The study of elementary science includes planning
and safely implementing classroom and outdoor investigations using
scientific processes, including inquiry methods, analyzing information,
making informed decisions, and using tools to collect and record information,
while addressing the major concepts and vocabulary, in the context
of physical, earth, and life sciences. Districts are encouraged to
facilitate classroom and outdoor investigations for at least 60% of
instructional time.
(5) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Scientific investigation and reasoning. The student
conducts classroom and outdoor investigations following home and school
safety procedures. The student is expected to:
(A) identify, describe, and demonstrate safe practices
as outlined in Texas Education Agency-approved safety standards during
classroom and outdoor investigations, including wearing safety goggles
or chemical splash goggles, as appropriate, washing hands, and using
materials appropriately; and
(B) identify and demonstrate how to use, conserve,
and dispose of natural resources and materials such as conserving
water and reuse or recycling of paper, plastic, and metal.
(2) Scientific investigation and reasoning. The student
develops abilities necessary to do scientific inquiry in classroom
and outdoor investigations. The student is expected to:
(A) ask questions about organisms, objects, and events
during observations and investigations;
(B) plan and conduct descriptive investigations;
(C) collect data from observations using scientific
tools;
(D) record and organize data using pictures, numbers,
and words;
(E) communicate observations and justify explanations
using student-generated data from simple descriptive investigations;
and
(F) compare results of investigations with what students
and scientists know about the world.
(3) Scientific investigation and reasoning. The student
knows that information and critical thinking, scientific problem solving,
and the contributions of scientists are used in making decisions.
The student is expected to:
(A) identify and explain a problem and propose a task
and solution for the problem;
(B) make predictions based on observable patterns;
and
(C) identify what a scientist is and explore what different
scientists do.
(4) Scientific investigation and reasoning. The student
uses age-appropriate tools and models to investigate the natural world.
The student is expected to:
(A) collect, record, and compare information using
tools, including computers, hand lenses, rulers, plastic beakers,
magnets, collecting nets, notebooks, and safety goggles or chemical
splash goggles, as appropriate; timing devices; weather instruments
such as thermometers, wind vanes, and rain gauges; and materials to
support observations of habitats of organisms such as terrariums and
aquariums; and
(B) measure and compare organisms and objects.
(5) Matter and energy. The student knows that matter
has physical properties and those properties determine how it is described,
classified, changed, and used. The student is expected to:
(A) classify matter by physical properties, including
relative temperature, texture, flexibility, and whether material is
a solid or liquid;
(B) compare changes in materials caused by heating
and cooling;
(C) demonstrate that things can be done to materials
such as cutting, folding, sanding, and melting to change their physical
properties; and
(D) combine materials that when put together can do
things that they cannot do by themselves such as building a tower
or a bridge and justify the selection of those materials based on
their physical properties.
(6) Force, motion, and energy. The student knows that
forces cause change and energy exists in many forms. The student is
expected to:
(A) investigate the effects on objects by increasing
or decreasing amounts of light, heat, and sound energy such as how
the color of an object appears different in dimmer light or how heat
melts butter;
(B) observe and identify how magnets are used in everyday
life; and
(C) trace and compare patterns of movement of objects
such as sliding, rolling, and spinning over time.
(7) Earth and space. The student knows that the natural
world includes earth materials. The student is expected to:
(A) observe, describe, and compare rocks by size, texture,
and color;
(B) identify and compare the properties of natural
sources of freshwater and saltwater; and
(C) distinguish between natural and manmade resources.
(8) Earth and space. The student knows that there are
recognizable patterns in the natural world and among objects in the
sky. The student is expected to:
(A) measure, record, and graph weather information,
including temperature, wind conditions, precipitation, and cloud coverage,
in order to identify patterns in the data;
(B) identify the importance of weather and seasonal
information to make choices in clothing, activities, and transportation;
and
(C) observe, describe, and record patterns of objects
in the sky, including the appearance of the Moon.
(9) Organisms and environments. The student knows that
living organisms have basic needs that must be met for them to survive
within their environment. The student is expected to:
(A) identify the basic needs of plants and animals;
(B) identify factors in the environment, including
temperature and precipitation, that affect growth and behavior such
as migration, hibernation, and dormancy of living things; and
(C) compare the ways living organisms depend on each
other and on their environments such as through food chains.
(10) Organisms and environments. The student knows
that organisms resemble their parents and have structures and processes
that help them survive within their environments. The student is expected
to:
(A) observe, record, and compare how the physical characteristics
and behaviors of animals help them meet their basic needs;
(B) observe, record, and compare how the physical characteristics
of plants help them meet their basic needs such as stems carry water
throughout the plant; and
(C) investigate and record some of the unique stages
that insects such as grasshoppers and butterflies undergo during their
life cycle.
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