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Learning Standards Standards

What does a student learn in ?

This is the year science moves from noticing things to testing them. Students plan small experiments, like checking how light and water change a plant, and sort everyday materials by what they feel and do. They also look at how the land and water around them can shift fast in a storm or slowly over time. By spring, students can run a simple test, write down what they saw, and use it to back up an answer.

  • Materials and properties
  • Plants and growth
  • Habitats
  • Landforms and water
  • Weather and erosion
  • Simple experiments
Source: Idaho Idaho Content Standards
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
  1. 1

    Sorting and testing materials

    Students look closely at everyday stuff like wood, metal, fabric, and plastic. They sort objects by what they notice and test which materials work best for a job, such as keeping something dry or holding weight.

  2. 2

    Building, melting, and freezing

    Students take things apart and rebuild them into something new from the same pieces. They also figure out which changes from heating or cooling can be undone, like melting ice, and which cannot, like baking an egg.

  3. 3

    Plants, animals, and habitats

    Students grow plants to see what light and water do. They learn how bees and other animals move pollen and seeds, and they compare the plants and animals that live in places like a forest, a pond, and a desert.

  4. 4

    Mapping land and water

    Students draw simple maps that show hills, rivers, lakes, and oceans in an area. They find out where water shows up on Earth and notice that it can be liquid or frozen solid.

  5. 5

    How Earth changes

    Students gather evidence that some Earth events happen fast, like a volcano, and others happen slowly, like a canyon forming. They compare ways to slow wind and water from wearing away the land, such as planting grass or building a wall.

Mastery Learning Standards
The required skills a student should display by the end of Grade 2.
Physical Science

  • Matter and Its Interactions

    2-PS-1

    Students sort and describe everyday materials, like wood, plastic, and metal, by their physical properties. They explore how those properties determine what each material is good for.

  • Plan and conduct an investigation to describe and classify different kinds of…

    2-PS-1.1

    Students sort everyday materials like wood, plastic, metal, and fabric by what they can observe: color, texture, hardness, and whether the material bends or breaks.

  • Analyze data obtained from testing different materials to determine which…

    2-PS-1.2

    Students test materials like wood, metal, fabric, or plastic to figure out which one works best for a specific job. A raincoat needs to be waterproof; a bridge needs to be strong.

  • Make observations to construct an evidence-based argument that objects, when…

    2-PS-1.3

    Taking apart an old object gives you the pieces to build something new. Students observe and explain how the same parts can make different things.

  • Construct an argument with evidence that some changes caused by heating or…

    2-PS-1.4

    Heating and cooling can change materials in ways that can be undone (melted ice refreezes) or ways that cannot (a cooked egg won't go back to raw). Students sort real examples into each group and explain their reasoning.

Life Science

  • Ecosystems: Interactions, Energy

    2-LS-1

    Students learn how living things in a place depend on each other and on their surroundings to get food, shelter, and what they need to survive.

  • Plan and conduct an investigation to determine the impact of light and water on…

    2-LS-1.1

    Students plan a simple experiment to find out what happens to plants when they get more or less light or water. They observe the results and draw conclusions about what plants need to grow.

  • Develop a model that demonstrates how plants depend on animals for pollination…

    2-LS-1.2

    Students draw or build a model showing how animals help plants survive, either by moving pollen from flower to flower or by carrying seeds to new places.

  • Biological Adaptation

    2-LS-2

    Students look at how animals and plants are built to survive in their habitat. A duck's webbed feet and a cactus's thick skin are examples of how living things are shaped to fit where they live.

  • Make observations of plants and animals to compare the diversity of life in…

    2-LS-2.1

    Students look closely at plants and animals in different places, like a pond or a forest, and describe what makes each habitat's living things unique.

Earth and Space Science

  • Earth's Place in the Universe

    2-ESS-1

    Students learn where Earth fits in space, studying the sun, moon, and stars and how they move and change across the day and the seasons.

  • Use information from several sources to provide evidence that Earth events can…

    2-ESS-1.1

    Some Earth changes happen in seconds, like an earthquake or a flood. Others take thousands of years, like mountains forming. Students learn to compare fast and slow Earth events using books, photos, and other sources.

  • Earth's Systems

    2-ESS-2

    Students learn how water, wind, and land shape the Earth around them. They observe how rivers carve valleys, rain soaks into soil, and weather changes the landscape over time.

  • Compare multiple solutions designed to slow or prevent wind or water from…

    2-ESS-2.1

    Students look at different ways people try to protect land from wind and water erosion, such as planting trees or building barriers, then decide which solutions seem to work best.

  • Develop a model to represent the shapes and kinds of land and bodies of water…

    2-ESS-2.2

    Students draw or build a simple map showing the landforms and bodies of water in a place, like hills, rivers, or lakes. The map is a model that captures what the land actually looks like.

  • Obtain information to identify where water is found on Earth and that it can be…

    2-ESS-2.3

    Water covers most of Earth's surface and hides underground too. Students learn where water shows up on our planet, from oceans and rivers to ice and snow, and why the same water can be liquid or frozen solid depending on where it is.

Common Questions
  • What science will students learn this year?

    Students explore three big areas: materials and how they change, plants and the habitats they live in, and how Earth's land and water can shift over time. Most learning happens through hands-on observation and simple experiments, not reading from a textbook.

  • How can families support science learning at home?

    Go outside and notice things together. Sort rocks by how they feel, watch a plant grow on the windowsill, or talk about why ice melts in a warm drink. Ten minutes of wondering out loud does more than worksheets at this age.

  • What should students be able to do by the end of the year?

    Students should be able to describe an object by its properties, explain that plants need light and water, and give an example of a fast or slow Earth change like a landslide or a canyon forming. They should also be comfortable making simple predictions and checking them.

  • How should the year be sequenced?

    Many teachers start with materials and properties in the fall because sorting and observing builds the habits used all year. Plants and habitats fit well in spring when seeds can grow on a sunny sill. Earth changes work any time but pair nicely with weather events students notice.

  • My child says science is just playing. Are they actually learning?

    Yes. At this age, learning looks like stacking blocks to test which materials hold weight, or watching a bean sprout in a wet paper towel. The thinking happens while students notice, sort, and explain what they see.

  • Which topics usually need the most reteaching?

    Reversible versus irreversible changes trip students up, since melting and freezing feel similar to baking or burning at first. Seed dispersal and pollination also need repeated examples before students can model the plant and animal relationship on their own.

  • How much writing is expected in science this year?

    Not much. Students draw labeled pictures, fill in short observation logs, and talk through their reasoning. The argument and evidence work happens mostly through discussion and simple sentences, not paragraphs.

  • What are easy investigations to try at home?

    Test which paper towel soaks up the most water, plant two seeds and give one less light, or pile sand and pour water over it to see how the shape changes. Ask what students noticed and what they would try next.

  • How do I know students are ready for third grade science?

    Look for students who can plan a simple test, record what happened, and use that evidence to answer a question. If they can explain why a material was a good choice for a job, or why a plant grew taller in one spot, the habits are in place.