FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE TWO
Month
Content
September WEATHER AND
SEASONS
1. Seasons
2. Temperature
October
WEATHER AND
SEASONS
1. Seasons
2. Temperature
Skills
1a. Describe the four seasons and their
characteristics.
1b. Explain some ways people can
warm up or cool off.
1c. Describe how people adjust to
weather conditions during different
seasons.
1d. Describe some ways that animals
or plants change in response to
seasonal weather conditions.
2a. Demonstrate that materials absorb
varying amounts of the sun's heat.
2b. Identify different surfaces and
communicate the fact that they absorb
varying amounts of the sun's heat.
1a. Describe the four seasons and their
characteristics.
1b. Explain some ways people can
warm up or cool off.
1c. Describe how people adjust to
weather conditions during different
seasons.
1d. Describe some ways that animals
or plants change in response to
seasonal weather conditions.
Standards
MA_Curriculum_Frameworks Science and Technology/
Engineering (2001) : p-2
• Learning Standard 1.3 Describe the weather changes from day to
day and over the seasons. Introduced
• Topic The Sun as a Source of Light and Heat Introduced
• Topic Periodic Phenomena Introduced
• Learning Standard 2.7 Recognize changes in appearance that
animals and plants go through as the seasons change. Introduced
• Learning Standard 2.8 Identify the ways in which an organism's
habitat provides for its basic needs (plants require air, water,
nutrients, and light; animals require food, water, air, and
shelter). Introduced
MA_Curriculum_Frameworks Science and Technology/
Engineering (2001) : p-2
• Topic The Weather Developed
• Topic Periodic Phenomena Developed
• Strand 2 Life Science (Biology) Developed
• Topic Living Things and Their Environment Developed
• Topic Earth's Materials
2a. Demonstrate that materials absorb
varying amounts of the sun's heat.
2b. Identify different surfaces and
communicate the fact that they absorb
varying amounts of the sun's heat.
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Month
November
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE TWO
Content
Skills
WEATHER AND
SEASONS
1. Wind
1a. Demonstrate that wind or moving
air can make objects move.
1b. Infer that wind can move fast or
slow.
2. Water and Water
Cycle
2a. Infer that water changes from water
vapor to liquid water when warm air
touches a cold surface.
2b. Identify a variety of weather
conditions involving water in different
forms.
3. Light
3a. Identify sources of light.
3b. Classify sources of light as natural
or made by people.
3c. Conclude that the sun is the most
important source of light.
3d. Observe that a light source gives
off both heat and light.
3e. Observe that light travels in a
straight line.
3f. Classify objects according to how
well light can pass through them.
3g. Identify an object by the shadow
that is cast when the object is placed in
a beam of light.
Standards
MA_Curriculum_Frameworks Science and Technology/
Engineering (2001) : p-2
• Learning Standard 1.2 Understand that air is a mixture of gases
that is all around us and that wind is moving air.
• Topic The Sun as a Source of Light and Heat Developed
• Topic Periodic Phenomena Developed
• Strand 2 Life Science (Biology)
• Topic Living Things and Their Environment Developed
• Strand 3 Physical Sciences (Chemistry and Physics)
• Topic Observable Properties of Objects Introduced
• Topic Position and Motion of Objects
• Learning Standard 3.3 Describe the various ways that objects can
move, such as in a straight line, zigzag, back-and-forth, round-andround, fast, and slow.
• Strand 3 Physical Sciences (Chemistry and Physics) Introduced
• Learning Standard 3.3 Describe the various ways that objects can
move, such as in a straight line, zigzag, back-and-forth, round-andround, fast, and slow. Introduced
• Strand 3 Physical Sciences (Chemistry and Physics) Introduced
• Topic Observable Properties of Objects
• Learning Standard 3.1 Sort objects by observable properties such
as size, shape, color, weight, and texture. Introduced
• Topic Position and Motion of Objects Introduced
• Learning Standard 3.3 Describe the various ways that objects can
move, such as in a straight line, zigzag, back-and-forth, round-andround, fast, and slow. Introduced
2 of 6
Month
December
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE TWO
Content
Skills
Standards
1. LIGHT AND
1a. Observe that a light source gives
MA_Curriculum_Frameworks Science and Technology/
COLOR
off both heat and light.
Engineering (2001) : p-2
1b. Observe that light travels in a
straight line.
• Topic The Sun as a Source of Light and Heat Developed
1c. Classify objects according to how
well light can pass through them.
• Learning Standard 1.4 Recognize that the sun supplies heat and
1d. Identify an object by the shadow
light to the earth and is necessary for life. Developed
that is cast when the object is placed in
a beam of light.
• Learning Standard 3.3 Describe the various ways that objects can
1e. Observe how the shadow cast by an move, such as in a straight line, zigzag, back-and-forth, round-andobject changes when the position of the round, fast, and slow. Developed
light source changes.
1f. Predict where shadows would be at • Learning Standard 3.1 Sort objects by observable properties such
different times of the day.
as size, shape, color, weight, and texture. Developed
2a. Produce the colors of the spectrum.
2b. Identify the colors of the spectrum.
2c. Identify the colors resulting from
the mixture of two colors.
January
LIGHT AND COLOR
1a. Observe that a light source gives
off both heat and light.
1b. Observe that light travels in a
straight line.
1c. Classify objects according to how
well light can pass through them.
1d. Identify an object by the shadow
that is cast when the object is placed in
a beam of light.
1e. Observe how the shadow cast by an
object changes when the position of the
light source changes.
1f. Predict where shadows would be at
different times of the day.
MA_Curriculum_Frameworks Science and Technology/
Engineering (2001) : p-2
• Strand 3 Physical Sciences (Chemistry and Physics) Developed
• Learning Standard 3.1 Sort objects by observable properties such
as size, shape, color, weight, and texture. Developed
• Topic The Sun as a Source of Light and Heat Developed
2a. Produce the colors of the spectrum.
2b. Identify the colors of the spectrum.
2c. Identify the colors resulting from
the mixture of two colors.
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Month
February
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE TWO
Content
Skills
1. INTERACTIONS
OF LIVING THINGS
Habitats:
Woodland
Swamp
Rainforest
Pond
Desert
Arctic
Mountain
March
INTERACTIONS OF
LIVING THINGS
Habitats:
Woodland
Swamp
Rainforest
Pond
Desert
Arctic
Mountain
1a. Classify objects into two groups:
living and nonliving.
1b. Describe what living things need to
survive.
1c. Compare objects from the
schoolyard environment and a
woodland environment.
1d. Identify plants and animals found
in Woodland and Swamp habitats.
1e. Describe how an animal uses living
and nonliving resources to make a
home for itself and its young.
1f. Generalize that body parts help
animals to survive in their
environment.
1g. Observe how some animals can
change their environment to better
meet their needs.
Standards
Continues through April
MA_Curriculum_Frameworks Science and Technology/
Engineering (2001) : p-2
• Strand 2 Life Science (Biology) Introduced
• Topic Characteristics of Living Things
• Learning Standard 2.1 Recognize that animals (including humans)
and plants are living things that grow, reproduce, and need food, air,
and water. Introduced
• Learning Standard 2.2 Differentiate between living and nonliving
things. Group both living and nonliving things according to the
characteristics that they share. Introduced
• Learning Standard 2.3 Recognize that plants and animals have life
cycles, and that life cycles vary for different living
things. Introduced
• Learning Standard 2.6 Recognize that people and other animals
interact with the environment through their senses of sight, hearing,
touch, smell, and taste. Introduced
• Learning Standard 2.7 Recognize changes in appearance that
animals and plants go through as the seasons change. Introduced
1a. Identify plants and animals found
in Rainforest, Pond, Desert and
Arctic habitats.
1b. Describe how an animal uses living
and nonliving resources to make a
home for itself and its young.
1c. Generalize that body parts help
animals to survive in their
environment.
1d. Observe how some animals can
change their environment to better
meet their needs.
1e. Differentiate between woodland
and desert plants and justify why each
is suited to their environment.
4 of 6
Month
April
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE TWO
Content
Skills
INTERACTIONS OF 1a. Identify plants and animals found
Continues through June
LIVING THINGS
in a mountain habitat.
-----------1b. Describe how an animal uses living
Habitats:
and nonliving resources to make a
Woodland
home for itself and its young.
Swamp
1c. Generalize that body parts help
Rainforest
animals to survive in their
Pond
environment.
Desert
1d. Observe how some animals can
Arctic
change their environment to better
Mountain
meet their needs.
1e. Compare physical features of living
things from different environments.
1f. Describe how people and natural
forces can change the environment.
Standards
5 of 6
Month
May/June
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE TWO
Content
Skills
Standards
SOLIDS LIQUIDS
2a. Describe the properties of solid
MA_Curriculum_Frameworks Science and Technology/
AND GASES
objects.
Engineering (2001): p-2
2b. Group solid objects on the basis of
Matter
properties such as size, shape, texture
• Topic Observable Properties of Objects Introduced
and color.
1a. Describe the properties of liquids.
• Learning Standard 3.1 Sort objects by observable properties such
Group liquids on the basis of properties as size, shape, color, weight, and texture. Introduced
such as color and texture.
1b. Conclude that a solid has a definite • Topic States of Matter Introduced
shape and that liquids take the shape of
the container it is in.
• Learning Standard 3.2 Identify objects and materials as solid,
1c. Describe the properties of a gas and liquid, or gas. Recognize that solids have a definite shape and that
conclude that gas does not have a
liquids and gases take the shape of their container. Introduced
definite size and shape and is usually
colorless and odorless.
1d. Conclude that solids, liquids, and
gases occupy space.
1e. Discover that heat can change a
solid into a liquid and liquid changes
into a gas when heat energy is applied.
1f. Conclude that when gas is cooled
enough, it chances into a liquid.
1g. Classify objects and substances as a
solid, liquid and gas.
Germs
How germs affect our health.
MA_Curriculum_Frameworks Comprehensive Health
(1999) : p-5
• Learning Standard 8.1 Describe how the body fights germs and
disease naturally and with medicines and immunization.
• Learning Standard 8.2 Identify the common symptoms of illness
and recognize that being responsible for individual health means
alerting caretakers to any symptoms of illness.
• Learning Standard 8.3 Apply skills to prevent and control the
spread of disease, including those that help promote cleanliness
(such as correct handwashing, regular bathing, and washing
clothes).
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