What science will students learn this year?

Students study three big areas: how materials work and change, how plants and animals depend on each other, and how the Earth shapes itself over time. They also look closely at local land and water, including the Great Lakes.

How can families help with science at home?

Sort laundry by material, freeze water and melt it back, or plant a few seeds on a windowsill and track what happens. Real objects beat worksheets at this age. Ten minutes of poking at the world counts as science practice.

What does it mean to plan an investigation in second grade?

It means students pick a question, decide what to test, and keep one thing the same while changing another. For example, watering two plants but only giving one sunlight. Adults can model this thinking out loud during everyday tasks.

How should the year be sequenced across the three big topics?

Many teachers start with properties of matter in the fall because it builds observation habits, move to ecosystems in spring when plants and bugs are active, and weave Earth's surface and water through the year. Local field trips fit naturally with the Michigan and Great Lakes pieces.

Which skills usually need the most reteaching?

Reversible versus irreversible change trips students up, especially the idea that melting ice can be undone but baking a cookie cannot. Building an argument from evidence also takes practice. Plan extra time for both.

What if a child says science is boring?

Boring usually means too much reading and not enough doing. Hand over a magnifying glass, a cup of dirt, or a tray of ice cubes and ask what they notice. Curiosity comes back fast when hands are busy.

How much does the Michigan and Great Lakes content matter?

It matters a lot. Students are expected to model local land and water and to know that fresh water sits in the Great Lakes Basin. Tie lessons to a nearby lake, river, or shoreline whenever possible.

How do I know a student is ready for third grade science?

By spring, students should be able to describe an object's properties, explain what plants need to grow, give an example of fast and slow Earth changes, and point out where fresh water is found. Comfort with observing and explaining matters more than memorized facts.

Do students need to memorize science vocabulary?

A few words help, such as solid, liquid, habitat, and erosion, but understanding beats memorizing at this age. A student who can explain why a rock is heavier than a sponge knows more than one who recites a definition.

What does a student learn in ?

This is the year science becomes hands-on investigation. Students test materials to see which ones bend, stretch, or hold heat, and they figure out which work best for a job like building or wrapping. They grow plants to learn what those plants need, watch how animals help seeds travel, and notice how wind and water reshape the land over time. By spring, students can run a simple experiment and explain what their results show.

Materials and properties
Plants and animals
Habitats
Earth changes
Water on Earth
Great Lakes

Source: Michigan Michigan K-12 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
Sorting and testing materials
Students look closely at everyday stuff like wood, fabric, metal, and plastic. They sort objects by what they feel and look like, then test which materials work best for a job, like keeping something dry or warm.
2
Building, taking apart, and changing matter
Students take small sets of pieces apart and rebuild them into something new. They also watch what happens when things heat up or cool down, and notice which changes can be undone and which cannot.
3
Plants, animals, and habitats
Students grow plants to see what they need to live, and study how animals help move seeds and pollen. They compare the kinds of plants and animals found in different places, from a backyard to a forest.
4
Michigan land and water
Students map the shapes of land and water around them, including Michigan and the Great Lakes. They learn where fresh water is found on Earth and that water can be liquid or frozen solid.
5
Fast and slow changes to Earth
Students gather evidence that some Earth events happen in seconds, like a volcano, while others take many years, like a canyon forming. They also compare ways people try to slow down wind and water that wear away the land.

Mastery Learning Standards

The required skills a student should display by the end of Grade 2.

Structure and Properties of Matter

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

2-PS1-1

Students sort everyday materials like wood, metal, fabric, and plastic by what they can observe: how something feels, bends, absorbs water, or reflects light. The goal is to notice patterns across materials and group them by shared properties.
Analyze data obtained from testing different materials to determine which…

2-PS1-2

Students test materials like wood, plastic, or fabric to figure out which one works best for a specific job. A raincoat needs to block water; a window needs to let light through. This standard is about matching the right material to the right use.
Make observations to construct an evidence-based account of how an object made…

2-PS1-3

Students take apart an object built from a few pieces and use those same pieces to build something new. The activity shows that materials can be rearranged without being created or destroyed.
Construct an argument with evidence that some changes caused by heating or…

2-PS1-4

Heating and cooling can change materials in ways that can be undone (melting ice back to water) or ways that cannot (a burnt piece of toast stays burnt). Students sort real examples and explain how they know.

Standard	Definition	Code
Plan and conduct an investigation to describe and classify different kinds of…	Students sort everyday materials like wood, metal, fabric, and plastic by what they can observe: how something feels, bends, absorbs water, or reflects light. The goal is to notice patterns across materials and group them by shared properties.	2-PS1-1
Analyze data obtained from testing different materials to determine which…	Students test materials like wood, plastic, or fabric to figure out which one works best for a specific job. A raincoat needs to block water; a window needs to let light through. This standard is about matching the right material to the right use.	2-PS1-2
Make observations to construct an evidence-based account of how an object made…	Students take apart an object built from a few pieces and use those same pieces to build something new. The activity shows that materials can be rearranged without being created or destroyed.	2-PS1-3
Construct an argument with evidence that some changes caused by heating or…	Heating and cooling can change materials in ways that can be undone (melting ice back to water) or ways that cannot (a burnt piece of toast stays burnt). Students sort real examples and explain how they know.	2-PS1-4

Structure and Properties of Matter

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

2-PS1-1

Students sort everyday materials like wood, metal, fabric, and plastic by what they can observe: how something feels, bends, absorbs water, or reflects light. The goal is to notice patterns across materials and group them by shared properties.
Analyze data obtained from testing different materials to determine which…

2-PS1-2

Students test materials like wood, plastic, or fabric to figure out which one works best for a specific job. A raincoat needs to block water; a window needs to let light through. This standard is about matching the right material to the right use.
Make observations to construct an evidence-based account of how an object made…

2-PS1-3

Students take apart an object built from a few pieces and use those same pieces to build something new. The activity shows that materials can be rearranged without being created or destroyed.
Construct an argument with evidence that some changes caused by heating or…

2-PS1-4

Heating and cooling can change materials in ways that can be undone (melting ice back to water) or ways that cannot (a burnt piece of toast stays burnt). Students sort real examples and explain how they know.

Standard	Definition	Code
Plan and conduct an investigation to describe and classify different kinds of…	Students sort everyday materials like wood, metal, fabric, and plastic by what they can observe: how something feels, bends, absorbs water, or reflects light. The goal is to notice patterns across materials and group them by shared properties.	2-PS1-1
Analyze data obtained from testing different materials to determine which…	Students test materials like wood, plastic, or fabric to figure out which one works best for a specific job. A raincoat needs to block water; a window needs to let light through. This standard is about matching the right material to the right use.	2-PS1-2
Make observations to construct an evidence-based account of how an object made…	Students take apart an object built from a few pieces and use those same pieces to build something new. The activity shows that materials can be rearranged without being created or destroyed.	2-PS1-3
Construct an argument with evidence that some changes caused by heating or…	Heating and cooling can change materials in ways that can be undone (melting ice back to water) or ways that cannot (a burnt piece of toast stays burnt). Students sort real examples and explain how they know.	2-PS1-4

Interdependent Relationships in Ecosystems

Plan and conduct an investigation to determine if plants need sunlight and…

2-LS2-1

Students plan a simple experiment to find out whether plants die or thrive without sunlight or water. They observe what happens and record what the results show.
Develop a simple model that mimics the function of an animal in dispersing…

2-LS2-2

Students pick an animal, like a bee or a squirrel, and build or draw a simple model that shows how that animal moves seeds or pollen from plant to plant.
Make observations of plants and animals to compare the diversity of life in…

2-LS4-1

Students look closely at the plants and animals living in different places, like a pond versus a forest, and compare what they find. The goal is to notice that some habitats hold a wider variety of living things than others.

Standard	Definition	Code
Plan and conduct an investigation to determine if plants need sunlight and…	Students plan a simple experiment to find out whether plants die or thrive without sunlight or water. They observe what happens and record what the results show.	2-LS2-1
Develop a simple model that mimics the function of an animal in dispersing…	Students pick an animal, like a bee or a squirrel, and build or draw a simple model that shows how that animal moves seeds or pollen from plant to plant.	2-LS2-2
Make observations of plants and animals to compare the diversity of life in…	Students look closely at the plants and animals living in different places, like a pond versus a forest, and compare what they find. The goal is to notice that some habitats hold a wider variety of living things than others.	2-LS4-1

Interdependent Relationships in Ecosystems

Plan and conduct an investigation to determine if plants need sunlight and…

2-LS2-1

Students plan a simple experiment to find out whether plants die or thrive without sunlight or water. They observe what happens and record what the results show.
Develop a simple model that mimics the function of an animal in dispersing…

2-LS2-2

Students pick an animal, like a bee or a squirrel, and build or draw a simple model that shows how that animal moves seeds or pollen from plant to plant.
Make observations of plants and animals to compare the diversity of life in…

2-LS4-1

Students look closely at the plants and animals living in different places, like a pond versus a forest, and compare what they find. The goal is to notice that some habitats hold a wider variety of living things than others.

Standard	Definition	Code
Plan and conduct an investigation to determine if plants need sunlight and…	Students plan a simple experiment to find out whether plants die or thrive without sunlight or water. They observe what happens and record what the results show.	2-LS2-1
Develop a simple model that mimics the function of an animal in dispersing…	Students pick an animal, like a bee or a squirrel, and build or draw a simple model that shows how that animal moves seeds or pollen from plant to plant.	2-LS2-2
Make observations of plants and animals to compare the diversity of life in…	Students look closely at the plants and animals living in different places, like a pond versus a forest, and compare what they find. The goal is to notice that some habitats hold a wider variety of living things than others.	2-LS4-1

Earth's Systems: Processes that Shape the Earth

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

2-ESS1-1

Earth changes happen fast, like an earthquake, or slowly, like a canyon forming over thousands of years. Students gather facts from books, photos, and videos to show examples of both.
Compare multiple solutions designed to slow or prevent wind or water from…

2-ESS2-1

Students look at different barriers, plants, and other fixes people use to stop wind or water from washing or blowing soil away. Then they compare which ones work better and why.
Develop a model to represent the shapes and kinds of land and bodies of water…

2-ESS2-2

Students draw or build a simple map showing what the land and water look like in a place, such as hills, rivers, or lakes. It's practice in turning what they see in the real world into a picture or model someone else can read.
Develop a model to represent the state of Michigan and the Great Lakes

2-ESS2-2MI

Students draw or build a simple map or model showing the land and water in their area, like Michigan's shape or a nearby lake or river.
Obtain information to identify where water is found on Earth and that it can be…

2-ESS2-3

Water shows up on Earth in more places than just the ocean. Students learn to identify water in rivers, lakes, glaciers, and rain, and explain why some of it is liquid while some is frozen solid.
Obtain information to identify where fresh water is found on Earth, including…

2-ESS2-3MI

Fresh water shows up in more places than just a glass or a faucet. Students learn where it exists across Earth, including in large lakes like the Great Lakes, which border Michigan and hold a huge share of the world's fresh water.

Standard	Definition	Code
Use information from several sources to provide evidence that Earth events can…	Earth changes happen fast, like an earthquake, or slowly, like a canyon forming over thousands of years. Students gather facts from books, photos, and videos to show examples of both.	2-ESS1-1
Compare multiple solutions designed to slow or prevent wind or water from…	Students look at different barriers, plants, and other fixes people use to stop wind or water from washing or blowing soil away. Then they compare which ones work better and why.	2-ESS2-1
Develop a model to represent the shapes and kinds of land and bodies of water…	Students draw or build a simple map showing what the land and water look like in a place, such as hills, rivers, or lakes. It's practice in turning what they see in the real world into a picture or model someone else can read.	2-ESS2-2
Develop a model to represent the state of Michigan and the Great Lakes	Students draw or build a simple map or model showing the land and water in their area, like Michigan's shape or a nearby lake or river.	2-ESS2-2MI
Obtain information to identify where water is found on Earth and that it can be…	Water shows up on Earth in more places than just the ocean. Students learn to identify water in rivers, lakes, glaciers, and rain, and explain why some of it is liquid while some is frozen solid.	2-ESS2-3
Obtain information to identify where fresh water is found on Earth, including…	Fresh water shows up in more places than just a glass or a faucet. Students learn where it exists across Earth, including in large lakes like the Great Lakes, which border Michigan and hold a huge share of the world's fresh water.	2-ESS2-3MI

Earth's Systems: Processes that Shape the Earth

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

2-ESS1-1

Earth changes happen fast, like an earthquake, or slowly, like a canyon forming over thousands of years. Students gather facts from books, photos, and videos to show examples of both.
Compare multiple solutions designed to slow or prevent wind or water from…

2-ESS2-1

Students look at different barriers, plants, and other fixes people use to stop wind or water from washing or blowing soil away. Then they compare which ones work better and why.
Develop a model to represent the shapes and kinds of land and bodies of water…

2-ESS2-2

Students draw or build a simple map showing what the land and water look like in a place, such as hills, rivers, or lakes. It's practice in turning what they see in the real world into a picture or model someone else can read.
Develop a model to represent the state of Michigan and the Great Lakes

2-ESS2-2MI

Students draw or build a simple map or model showing the land and water in their area, like Michigan's shape or a nearby lake or river.
Obtain information to identify where water is found on Earth and that it can be…

2-ESS2-3

Water shows up on Earth in more places than just the ocean. Students learn to identify water in rivers, lakes, glaciers, and rain, and explain why some of it is liquid while some is frozen solid.
Obtain information to identify where fresh water is found on Earth, including…

2-ESS2-3MI

Fresh water shows up in more places than just a glass or a faucet. Students learn where it exists across Earth, including in large lakes like the Great Lakes, which border Michigan and hold a huge share of the world's fresh water.

Standard	Definition	Code
Use information from several sources to provide evidence that Earth events can…	Earth changes happen fast, like an earthquake, or slowly, like a canyon forming over thousands of years. Students gather facts from books, photos, and videos to show examples of both.	2-ESS1-1
Compare multiple solutions designed to slow or prevent wind or water from…	Students look at different barriers, plants, and other fixes people use to stop wind or water from washing or blowing soil away. Then they compare which ones work better and why.	2-ESS2-1
Develop a model to represent the shapes and kinds of land and bodies of water…	Students draw or build a simple map showing what the land and water look like in a place, such as hills, rivers, or lakes. It's practice in turning what they see in the real world into a picture or model someone else can read.	2-ESS2-2
Develop a model to represent the state of Michigan and the Great Lakes	Students draw or build a simple map or model showing the land and water in their area, like Michigan's shape or a nearby lake or river.	2-ESS2-2MI
Obtain information to identify where water is found on Earth and that it can be…	Water shows up on Earth in more places than just the ocean. Students learn to identify water in rivers, lakes, glaciers, and rain, and explain why some of it is liquid while some is frozen solid.	2-ESS2-3
Obtain information to identify where fresh water is found on Earth, including…	Fresh water shows up in more places than just a glass or a faucet. Students learn where it exists across Earth, including in large lakes like the Great Lakes, which border Michigan and hold a huge share of the world's fresh water.	2-ESS2-3MI

Common Questions

What science will students learn this year?
Students study three big areas: how materials work and change, how plants and animals depend on each other, and how the Earth shapes itself over time. They also look closely at local land and water, including the Great Lakes.
How can families help with science at home?
Sort laundry by material, freeze water and melt it back, or plant a few seeds on a windowsill and track what happens. Real objects beat worksheets at this age. Ten minutes of poking at the world counts as science practice.
What does it mean to plan an investigation in second grade?
It means students pick a question, decide what to test, and keep one thing the same while changing another. For example, watering two plants but only giving one sunlight. Adults can model this thinking out loud during everyday tasks.
How should the year be sequenced across the three big topics?
Many teachers start with properties of matter in the fall because it builds observation habits, move to ecosystems in spring when plants and bugs are active, and weave Earth's surface and water through the year. Local field trips fit naturally with the Michigan and Great Lakes pieces.
Which skills usually need the most reteaching?
Reversible versus irreversible change trips students up, especially the idea that melting ice can be undone but baking a cookie cannot. Building an argument from evidence also takes practice. Plan extra time for both.
What if a child says science is boring?
Boring usually means too much reading and not enough doing. Hand over a magnifying glass, a cup of dirt, or a tray of ice cubes and ask what they notice. Curiosity comes back fast when hands are busy.
How much does the Michigan and Great Lakes content matter?
It matters a lot. Students are expected to model local land and water and to know that fresh water sits in the Great Lakes Basin. Tie lessons to a nearby lake, river, or shoreline whenever possible.
How do I know a student is ready for third grade science?
By spring, students should be able to describe an object's properties, explain what plants need to grow, give an example of fast and slow Earth changes, and point out where fresh water is found. Comfort with observing and explaining matters more than memorized facts.
Do students need to memorize science vocabulary?
A few words help, such as solid, liquid, habitat, and erosion, but understanding beats memorizing at this age. A student who can explain why a rock is heavier than a sponge knows more than one who recites a definition.