What does science look like this year?

Students study pushes and pulls, sound and light, animals and where they live, and how wind and water change the land. They also try simple engineering challenges, like building something to send a signal or to keep dirt from washing away. Most learning happens through hands-on tries, not reading.

How can I help with science at home?

Talk through everyday science when it shows up. Ask why the cereal box slides easier on the table than the rug, what made the puddle disappear, or how a bird uses its beak. Five minutes of noticing and wondering does more than any worksheet.

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

Students should explain how a bigger push makes something move faster, how rubbing two things together makes heat, and how animals use body parts to survive. They should also be able to plan a small test, watch what happens, and say what they noticed.

My child says science is just playing. Is that okay?

Yes. At this age, rolling cars down ramps, plucking rubber bands, and watching ants is the science. Students learn by trying something, watching closely, and talking about what changed. The thinking shows up in the questions, not in a textbook.

How should I sequence the units across the year?

Many teachers start with forces and motion since the materials are simple and routines get established. Sound and light fit well in the middle, animals and ecosystems pair nicely with outdoor weather, and earth materials work in spring when students can dig and observe runoff. Engineering threads through every unit.

Which topics usually need the most reteaching?

Friction and heat trip up a lot of students because they expect motion to slow down on its own. Sound as a vibration also takes repeated demonstrations with rice on a drum or a tuning fork in water. Plan extra hands-on time for both.

What are good questions to ask while my child plays outside?

Try questions like, what is moving the leaves, where did the puddle go, what is that bug doing with its legs, or why is the dirt washed away near the drain. The goal is to get students looking closely and guessing why.

How much writing should students do in science?

A little, and mostly drawings with labels. Students sketch what they tested, label the parts, and write a sentence about what happened. Long paragraphs are not the goal this year. Clear pictures with a few words show real thinking.

How do I know my child is ready for next year?

Students are ready when they can ask a science question, suggest a way to test it, and describe what they saw using words like push, pull, faster, slower, vibrate, or habitat. Curiosity and careful watching matter more than memorized facts.

What does a student learn in ?

This is the year science gets hands-on, with students testing ideas instead of just learning facts. They push and pull objects to see what makes things speed up, slow down, or change shape, and they explore how sound and light travel. Students also sort animals by their body parts, study how wind and water reshape the land, and try simple engineering projects. By spring, they can plan a small experiment, record what they see, and explain the results in their own words.

Pushes and pulls
Sound and light
Animal groups
Habitats
Wind and water
Simple experiments

Source: Tennessee Tennessee Academic 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
Pushes, pulls, and motion
Students start the year experimenting with how things move. They push and pull objects, watch what happens when things bump, and notice that a harder push makes something go faster or change shape more.
2
Sound, light, and signals
Students explore how sound comes from things that shake and buzz. They build simple devices that send a signal across the room with light or sound, like a tin-can phone or a flashlight code.
3
Animals and how they live
Students look closely at animals and sort them into groups like mammals, birds, fish, reptiles, amphibians, and insects. They study how animals use their bodies to find food, stay safe, and care for their young.
4
Animals and their habitats
Students think about where animals live and what they need from their surroundings. They predict what happens to animals when a forest is cut down, a pond dries up, or the weather changes.
5
Earth's land and water
Students look at how wind and water shape the land over time. They map rivers, lakes, and hills, and test ways to keep soil from washing away, like planting grass or building a small barrier.
6
Solving problems by design
Students wrap up the year acting like engineers. They take a real problem, break it into smaller parts, build something to solve it, and compare their design with a classmate's to see what worked best.

Mastery Learning Standards

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

Motion and Stability

2.PS2

Students learn what makes objects move, speed up, slow down, or change direction. They explore how pushes and pulls affect everyday objects like balls, toy cars, and swings.
Energy

2.PS3

Students explore how energy makes things move, heat up, or light up. They look at everyday sources like the sun, food, and batteries to understand where energy comes from and what it does.
Waves and Their Applications in Technologies for Information Transfer

2.PS4

Students learn how waves carry sound and light, and how that movement makes technologies like phones and radios work.
From Molecules to Organisms

2.LS1

Students learn how living things are built and how they work. They look at the parts of plants and animals and figure out what each part does to keep the organism alive.
Ecosystems: Interactions, Energy

2.LS2

Students learn how plants and animals depend on each other and their surroundings to survive. They look at what happens when something in that web changes.
Earth’s Place in the Universe

2.ESS1

Students learn where Earth fits in space by studying the sun, moon, and stars. They observe patterns like day and night, seasons, and how the moon seems to change shape over the course of a month.
Earth’s Systems

2.ESS2

Students learn how water, wind, and land interact to shape the world around them. They observe how weather changes the ground and where water flows.
Engineering Design

2.ETS1

Students learn to spot a problem, think up solutions, and test whether their idea works. This is the design process engineers use to build and improve things in the real world.
Links Among Engineering, Technology, Science

2.ETS2

Students learn how engineers, scientists, and everyday tools connect to solve real problems. They explore how inventions change the way people live and work.

Standard	Definition	Code
Motion and Stability	Students learn what makes objects move, speed up, slow down, or change direction. They explore how pushes and pulls affect everyday objects like balls, toy cars, and swings.	2.PS2
Energy	Students explore how energy makes things move, heat up, or light up. They look at everyday sources like the sun, food, and batteries to understand where energy comes from and what it does.	2.PS3
Waves and Their Applications in Technologies for Information Transfer	Students learn how waves carry sound and light, and how that movement makes technologies like phones and radios work.	2.PS4
From Molecules to Organisms	Students learn how living things are built and how they work. They look at the parts of plants and animals and figure out what each part does to keep the organism alive.	2.LS1
Ecosystems: Interactions, Energy	Students learn how plants and animals depend on each other and their surroundings to survive. They look at what happens when something in that web changes.	2.LS2
Earth’s Place in the Universe	Students learn where Earth fits in space by studying the sun, moon, and stars. They observe patterns like day and night, seasons, and how the moon seems to change shape over the course of a month.	2.ESS1
Earth’s Systems	Students learn how water, wind, and land interact to shape the world around them. They observe how weather changes the ground and where water flows.	2.ESS2
Engineering Design	Students learn to spot a problem, think up solutions, and test whether their idea works. This is the design process engineers use to build and improve things in the real world.	2.ETS1
Links Among Engineering, Technology, Science	Students learn how engineers, scientists, and everyday tools connect to solve real problems. They explore how inventions change the way people live and work.	2.ETS2

Motion and Stability

2.PS2

Students learn what makes objects move, speed up, slow down, or change direction. They explore how pushes and pulls affect everyday objects like balls, toy cars, and swings.
Energy

2.PS3

Students explore how energy makes things move, heat up, or light up. They look at everyday sources like the sun, food, and batteries to understand where energy comes from and what it does.
Waves and Their Applications in Technologies for Information Transfer

2.PS4

Students learn how waves carry sound and light, and how that movement makes technologies like phones and radios work.
From Molecules to Organisms

2.LS1

Students learn how living things are built and how they work. They look at the parts of plants and animals and figure out what each part does to keep the organism alive.
Ecosystems: Interactions, Energy

2.LS2

Students learn how plants and animals depend on each other and their surroundings to survive. They look at what happens when something in that web changes.
Earth’s Place in the Universe

2.ESS1

Students learn where Earth fits in space by studying the sun, moon, and stars. They observe patterns like day and night, seasons, and how the moon seems to change shape over the course of a month.
Earth’s Systems

2.ESS2

Students learn how water, wind, and land interact to shape the world around them. They observe how weather changes the ground and where water flows.
Engineering Design

2.ETS1

Students learn to spot a problem, think up solutions, and test whether their idea works. This is the design process engineers use to build and improve things in the real world.
Links Among Engineering, Technology, Science

2.ETS2

Students learn how engineers, scientists, and everyday tools connect to solve real problems. They explore how inventions change the way people live and work.

Standard	Definition	Code
Motion and Stability	Students learn what makes objects move, speed up, slow down, or change direction. They explore how pushes and pulls affect everyday objects like balls, toy cars, and swings.	2.PS2
Energy	Students explore how energy makes things move, heat up, or light up. They look at everyday sources like the sun, food, and batteries to understand where energy comes from and what it does.	2.PS3
Waves and Their Applications in Technologies for Information Transfer	Students learn how waves carry sound and light, and how that movement makes technologies like phones and radios work.	2.PS4
From Molecules to Organisms	Students learn how living things are built and how they work. They look at the parts of plants and animals and figure out what each part does to keep the organism alive.	2.LS1
Ecosystems: Interactions, Energy	Students learn how plants and animals depend on each other and their surroundings to survive. They look at what happens when something in that web changes.	2.LS2
Earth’s Place in the Universe	Students learn where Earth fits in space by studying the sun, moon, and stars. They observe patterns like day and night, seasons, and how the moon seems to change shape over the course of a month.	2.ESS1
Earth’s Systems	Students learn how water, wind, and land interact to shape the world around them. They observe how weather changes the ground and where water flows.	2.ESS2
Engineering Design	Students learn to spot a problem, think up solutions, and test whether their idea works. This is the design process engineers use to build and improve things in the real world.	2.ETS1
Links Among Engineering, Technology, Science	Students learn how engineers, scientists, and everyday tools connect to solve real problems. They explore how inventions change the way people live and work.	2.ETS2

Motion and Stability: Forces and Interactions

Analyze the push or the pull that occurs when objects collide or are connected

2.PS2.1

Students push a toy car and watch it speed up; they tap two blocks together and notice each one moves. This standard is about recognizing that pushes and pulls happen whenever objects hit each other or are joined together.
Plan and carry out an investigation to demonstrate how pushing and/or pulling…

2.PS2.2

Students push and pull objects to see how that changes the way they move. They plan a simple test, try it out, and describe what happens.

Standard	Definition	Code
Analyze the push or the pull that occurs when objects collide or are connected	Students push a toy car and watch it speed up; they tap two blocks together and notice each one moves. This standard is about recognizing that pushes and pulls happen whenever objects hit each other or are joined together.	2.PS2.1
Plan and carry out an investigation to demonstrate how pushing and/or pulling…	Students push and pull objects to see how that changes the way they move. They plan a simple test, try it out, and describe what happens.	2.PS2.2

Motion and Stability: Forces and Interactions

Analyze the push or the pull that occurs when objects collide or are connected

2.PS2.1

Students push a toy car and watch it speed up; they tap two blocks together and notice each one moves. This standard is about recognizing that pushes and pulls happen whenever objects hit each other or are joined together.
Plan and carry out an investigation to demonstrate how pushing and/or pulling…

2.PS2.2

Students push and pull objects to see how that changes the way they move. They plan a simple test, try it out, and describe what happens.

Standard	Definition	Code
Analyze the push or the pull that occurs when objects collide or are connected	Students push a toy car and watch it speed up; they tap two blocks together and notice each one moves. This standard is about recognizing that pushes and pulls happen whenever objects hit each other or are joined together.	2.PS2.1
Plan and carry out an investigation to demonstrate how pushing and/or pulling…	Students push and pull objects to see how that changes the way they move. They plan a simple test, try it out, and describe what happens.	2.PS2.2

Energy

Demonstrate how a stronger push or pull makes things go faster and how faster…

2.PS3.1

A harder push or pull makes an object move faster. When a fast-moving object crashes into something, it dents, bends, or changes the shape of that object more than a slow-moving one would.
Make observations and conduct experiments to provide evidence that friction…

2.PS3.2

Rubbing two objects together creates friction, which slows things down or speeds them up and also produces heat. Students observe and test this by sliding, pushing, or rubbing everyday objects.

Standard	Definition	Code
Demonstrate how a stronger push or pull makes things go faster and how faster…	A harder push or pull makes an object move faster. When a fast-moving object crashes into something, it dents, bends, or changes the shape of that object more than a slow-moving one would.	2.PS3.1
Make observations and conduct experiments to provide evidence that friction…	Rubbing two objects together creates friction, which slows things down or speeds them up and also produces heat. Students observe and test this by sliding, pushing, or rubbing everyday objects.	2.PS3.2

Energy

Demonstrate how a stronger push or pull makes things go faster and how faster…

2.PS3.1

A harder push or pull makes an object move faster. When a fast-moving object crashes into something, it dents, bends, or changes the shape of that object more than a slow-moving one would.
Make observations and conduct experiments to provide evidence that friction…

2.PS3.2

Rubbing two objects together creates friction, which slows things down or speeds them up and also produces heat. Students observe and test this by sliding, pushing, or rubbing everyday objects.

Standard	Definition	Code
Demonstrate how a stronger push or pull makes things go faster and how faster…	A harder push or pull makes an object move faster. When a fast-moving object crashes into something, it dents, bends, or changes the shape of that object more than a slow-moving one would.	2.PS3.1
Make observations and conduct experiments to provide evidence that friction…	Rubbing two objects together creates friction, which slows things down or speeds them up and also produces heat. Students observe and test this by sliding, pushing, or rubbing everyday objects.	2.PS3.2

Waves and Their Applications in Technologies for Information Transfer

Plan and conduct investigations to demonstrate the cause and effect…

2.PS4.1

Students pluck a rubber band, tap a drum, or touch a speaker to feel it vibrate, then connect those movements to the sounds they hear. The investigation shows that sound always starts with something moving back and forth.
Use tools and materials to design and build a device to understand that light…

2.PS4.2

Students build a simple device, like a string phone or a flashlight signal, to see how sound and light can carry a message across a room. The project shows that both travel in waves.
Obtain information to describe how devices communicate over a distance using…

2.PS4.3

Students learn how everyday devices like phones, radios, and traffic lights send information across distances using light or sound. They explore real examples and explain how the signal travels from one place to another.

Standard	Definition	Code
Plan and conduct investigations to demonstrate the cause and effect…	Students pluck a rubber band, tap a drum, or touch a speaker to feel it vibrate, then connect those movements to the sounds they hear. The investigation shows that sound always starts with something moving back and forth.	2.PS4.1
Use tools and materials to design and build a device to understand that light…	Students build a simple device, like a string phone or a flashlight signal, to see how sound and light can carry a message across a room. The project shows that both travel in waves.	2.PS4.2
Obtain information to describe how devices communicate over a distance using…	Students learn how everyday devices like phones, radios, and traffic lights send information across distances using light or sound. They explore real examples and explain how the signal travels from one place to another.	2.PS4.3

Waves and Their Applications in Technologies for Information Transfer

Plan and conduct investigations to demonstrate the cause and effect…

2.PS4.1

Students pluck a rubber band, tap a drum, or touch a speaker to feel it vibrate, then connect those movements to the sounds they hear. The investigation shows that sound always starts with something moving back and forth.
Use tools and materials to design and build a device to understand that light…

2.PS4.2

Students build a simple device, like a string phone or a flashlight signal, to see how sound and light can carry a message across a room. The project shows that both travel in waves.
Obtain information to describe how devices communicate over a distance using…

2.PS4.3

Students learn how everyday devices like phones, radios, and traffic lights send information across distances using light or sound. They explore real examples and explain how the signal travels from one place to another.

Standard	Definition	Code
Plan and conduct investigations to demonstrate the cause and effect…	Students pluck a rubber band, tap a drum, or touch a speaker to feel it vibrate, then connect those movements to the sounds they hear. The investigation shows that sound always starts with something moving back and forth.	2.PS4.1
Use tools and materials to design and build a device to understand that light…	Students build a simple device, like a string phone or a flashlight signal, to see how sound and light can carry a message across a room. The project shows that both travel in waves.	2.PS4.2
Obtain information to describe how devices communicate over a distance using…	Students learn how everyday devices like phones, radios, and traffic lights send information across distances using light or sound. They explore real examples and explain how the signal travels from one place to another.	2.PS4.3

From Molecules to Organisms: Structures and Processes

Use evidence and observations to explain that many animals use their body parts…

2.LS1.1

Animals use body parts like eyes, ears, claws, and legs to find food, stay safe, and get around. Students observe real animals and explain how each body part helps them survive.
Obtain and communicate information to classify animals

2.LS1.2

Students sort animals into groups based on body features: whether an animal has a backbone, fur, feathers, scales, or six legs. They learn why a frog, a fish, and a beetle belong in different categories.
Identify ways in which some animals, both parents and offspring, participate in…

2.LS1.3

Animals learn some survival skills from their parents. Students identify specific behaviors, like a mother bird feeding chicks or a bear teaching cubs to fish, that help young animals stay safe and grow.

Standard	Definition	Code
Use evidence and observations to explain that many animals use their body parts…	Animals use body parts like eyes, ears, claws, and legs to find food, stay safe, and get around. Students observe real animals and explain how each body part helps them survive.	2.LS1.1
Obtain and communicate information to classify animals	Students sort animals into groups based on body features: whether an animal has a backbone, fur, feathers, scales, or six legs. They learn why a frog, a fish, and a beetle belong in different categories.	2.LS1.2
Identify ways in which some animals, both parents and offspring, participate in…	Animals learn some survival skills from their parents. Students identify specific behaviors, like a mother bird feeding chicks or a bear teaching cubs to fish, that help young animals stay safe and grow.	2.LS1.3

From Molecules to Organisms: Structures and Processes

Use evidence and observations to explain that many animals use their body parts…

2.LS1.1

Animals use body parts like eyes, ears, claws, and legs to find food, stay safe, and get around. Students observe real animals and explain how each body part helps them survive.
Obtain and communicate information to classify animals

2.LS1.2

Students sort animals into groups based on body features: whether an animal has a backbone, fur, feathers, scales, or six legs. They learn why a frog, a fish, and a beetle belong in different categories.
Identify ways in which some animals, both parents and offspring, participate in…

2.LS1.3

Animals learn some survival skills from their parents. Students identify specific behaviors, like a mother bird feeding chicks or a bear teaching cubs to fish, that help young animals stay safe and grow.

Standard	Definition	Code
Use evidence and observations to explain that many animals use their body parts…	Animals use body parts like eyes, ears, claws, and legs to find food, stay safe, and get around. Students observe real animals and explain how each body part helps them survive.	2.LS1.1
Obtain and communicate information to classify animals	Students sort animals into groups based on body features: whether an animal has a backbone, fur, feathers, scales, or six legs. They learn why a frog, a fish, and a beetle belong in different categories.	2.LS1.2
Identify ways in which some animals, both parents and offspring, participate in…	Animals learn some survival skills from their parents. Students identify specific behaviors, like a mother bird feeding chicks or a bear teaching cubs to fish, that help young animals stay safe and grow.	2.LS1.3

Ecosystems: Interactions, Energy, and Dynamics

Develop and use models to compare how animals depend on their surroundings and…

2.LS2.1

Animals depend on the plants, water, and other creatures around them to survive. Students build models to compare how different animals meet their needs in different habitats.
Predict what happens to animals when the environment changes

2.LS2.2

When the temperature drops, a forest burns, or a drought dries up a water source, animals must find food and shelter somewhere else or struggle to survive. Students predict what happens to animals when their habitat changes.

Standard	Definition	Code
Develop and use models to compare how animals depend on their surroundings and…	Animals depend on the plants, water, and other creatures around them to survive. Students build models to compare how different animals meet their needs in different habitats.	2.LS2.1
Predict what happens to animals when the environment changes	When the temperature drops, a forest burns, or a drought dries up a water source, animals must find food and shelter somewhere else or struggle to survive. Students predict what happens to animals when their habitat changes.	2.LS2.2

Ecosystems: Interactions, Energy, and Dynamics

Develop and use models to compare how animals depend on their surroundings and…

2.LS2.1

Animals depend on the plants, water, and other creatures around them to survive. Students build models to compare how different animals meet their needs in different habitats.
Predict what happens to animals when the environment changes

2.LS2.2

When the temperature drops, a forest burns, or a drought dries up a water source, animals must find food and shelter somewhere else or struggle to survive. Students predict what happens to animals when their habitat changes.

Standard	Definition	Code
Develop and use models to compare how animals depend on their surroundings and…	Animals depend on the plants, water, and other creatures around them to survive. Students build models to compare how different animals meet their needs in different habitats.	2.LS2.1
Predict what happens to animals when the environment changes	When the temperature drops, a forest burns, or a drought dries up a water source, animals must find food and shelter somewhere else or struggle to survive. Students predict what happens to animals when their habitat changes.	2.LS2.2

Earth’s Place in the Universe

Recognize that some of Earth’s natural processes are cyclical, while others…

2.ESS1.1

Some things in nature repeat on a loop, like seasons coming back every year. Others happen once and stop, like a volcano erupting. Students learn to tell the difference and notice which changes happen fast and which take a long time.

Standard	Definition	Code
Recognize that some of Earth’s natural processes are cyclical, while others…	Some things in nature repeat on a loop, like seasons coming back every year. Others happen once and stop, like a volcano erupting. Students learn to tell the difference and notice which changes happen fast and which take a long time.	2.ESS1.1

Earth’s Place in the Universe

Recognize that some of Earth’s natural processes are cyclical, while others…

2.ESS1.1

Some things in nature repeat on a loop, like seasons coming back every year. Others happen once and stop, like a volcano erupting. Students learn to tell the difference and notice which changes happen fast and which take a long time.

Standard	Definition	Code
Recognize that some of Earth’s natural processes are cyclical, while others…	Some things in nature repeat on a loop, like seasons coming back every year. Others happen once and stop, like a volcano erupting. Students learn to tell the difference and notice which changes happen fast and which take a long time.	2.ESS1.1

Earth’s Systems

Compare the effectiveness of multiple solutions designed to slow or prevent…

2.ESS2.1

Students look at different barriers, plants, or other designs meant to stop wind or water from wearing away soil, then decide which ones work better and why.
Observe and analyze how blowing wind and flowing water can move Earth materials

2.ESS2.2

Wind and moving water carry soil and rocks from place to place, slowly reshaping hills, riverbanks, and shorelines. Students observe how that movement changes the land and affects the plants and animals living there.
Develop and compare simple maps of different land areas to observe the shapes…

2.ESS2.3

Students draw and compare simple maps to see how land and water are arranged in different places. They notice what covers the ground, such as rock, soil, or sand, and whether water nearby forms a river, lake, or pond.
Use information obtained from reliable sources to explain that water is found…

2.ESS2.4

Water shows up in oceans, rivers, lakes, and ponds, and it can be liquid or solid ice. Students use books or other reliable sources to explain where water is found and how its form can change.

Standard	Definition	Code
Compare the effectiveness of multiple solutions designed to slow or prevent…	Students look at different barriers, plants, or other designs meant to stop wind or water from wearing away soil, then decide which ones work better and why.	2.ESS2.1
Observe and analyze how blowing wind and flowing water can move Earth materials	Wind and moving water carry soil and rocks from place to place, slowly reshaping hills, riverbanks, and shorelines. Students observe how that movement changes the land and affects the plants and animals living there.	2.ESS2.2
Develop and compare simple maps of different land areas to observe the shapes…	Students draw and compare simple maps to see how land and water are arranged in different places. They notice what covers the ground, such as rock, soil, or sand, and whether water nearby forms a river, lake, or pond.	2.ESS2.3
Use information obtained from reliable sources to explain that water is found…	Water shows up in oceans, rivers, lakes, and ponds, and it can be liquid or solid ice. Students use books or other reliable sources to explain where water is found and how its form can change.	2.ESS2.4

Earth’s Systems

Compare the effectiveness of multiple solutions designed to slow or prevent…

2.ESS2.1

Students look at different barriers, plants, or other designs meant to stop wind or water from wearing away soil, then decide which ones work better and why.
Observe and analyze how blowing wind and flowing water can move Earth materials

2.ESS2.2

Wind and moving water carry soil and rocks from place to place, slowly reshaping hills, riverbanks, and shorelines. Students observe how that movement changes the land and affects the plants and animals living there.
Develop and compare simple maps of different land areas to observe the shapes…

2.ESS2.3

Students draw and compare simple maps to see how land and water are arranged in different places. They notice what covers the ground, such as rock, soil, or sand, and whether water nearby forms a river, lake, or pond.
Use information obtained from reliable sources to explain that water is found…

2.ESS2.4

Water shows up in oceans, rivers, lakes, and ponds, and it can be liquid or solid ice. Students use books or other reliable sources to explain where water is found and how its form can change.

Standard	Definition	Code
Compare the effectiveness of multiple solutions designed to slow or prevent…	Students look at different barriers, plants, or other designs meant to stop wind or water from wearing away soil, then decide which ones work better and why.	2.ESS2.1
Observe and analyze how blowing wind and flowing water can move Earth materials	Wind and moving water carry soil and rocks from place to place, slowly reshaping hills, riverbanks, and shorelines. Students observe how that movement changes the land and affects the plants and animals living there.	2.ESS2.2
Develop and compare simple maps of different land areas to observe the shapes…	Students draw and compare simple maps to see how land and water are arranged in different places. They notice what covers the ground, such as rock, soil, or sand, and whether water nearby forms a river, lake, or pond.	2.ESS2.3
Use information obtained from reliable sources to explain that water is found…	Water shows up in oceans, rivers, lakes, and ponds, and it can be liquid or solid ice. Students use books or other reliable sources to explain where water is found and how its form can change.	2.ESS2.4

Engineering Design

Apply an engineering design approach to identify and solve practical problems

2.ETS1.1

Students spot a real problem and work through a design process to find a practical fix. They plan, build, test, and adjust until the solution works.
Recognize that to solve a problem, one may need to break the problem into…

2.ETS1.2

Big problems are easier to fix when you split them into smaller pieces. Students learn to break an engineering challenge into parts, work on each part, and put their solution back together.
Compare and contrast solutions to a design problem by using evidence to point…

2.ETS1.3

Students look at two or more solutions to the same problem and explain what works well and what doesn't, using evidence from testing to back up their thinking.

Standard	Definition	Code
Apply an engineering design approach to identify and solve practical problems	Students spot a real problem and work through a design process to find a practical fix. They plan, build, test, and adjust until the solution works.	2.ETS1.1
Recognize that to solve a problem, one may need to break the problem into…	Big problems are easier to fix when you split them into smaller pieces. Students learn to break an engineering challenge into parts, work on each part, and put their solution back together.	2.ETS1.2
Compare and contrast solutions to a design problem by using evidence to point…	Students look at two or more solutions to the same problem and explain what works well and what doesn't, using evidence from testing to back up their thinking.	2.ETS1.3

Engineering Design

Apply an engineering design approach to identify and solve practical problems

2.ETS1.1

Students spot a real problem and work through a design process to find a practical fix. They plan, build, test, and adjust until the solution works.
Recognize that to solve a problem, one may need to break the problem into…

2.ETS1.2

Big problems are easier to fix when you split them into smaller pieces. Students learn to break an engineering challenge into parts, work on each part, and put their solution back together.
Compare and contrast solutions to a design problem by using evidence to point…

2.ETS1.3

Students look at two or more solutions to the same problem and explain what works well and what doesn't, using evidence from testing to back up their thinking.

Standard	Definition	Code
Apply an engineering design approach to identify and solve practical problems	Students spot a real problem and work through a design process to find a practical fix. They plan, build, test, and adjust until the solution works.	2.ETS1.1
Recognize that to solve a problem, one may need to break the problem into…	Big problems are easier to fix when you split them into smaller pieces. Students learn to break an engineering challenge into parts, work on each part, and put their solution back together.	2.ETS1.2
Compare and contrast solutions to a design problem by using evidence to point…	Students look at two or more solutions to the same problem and explain what works well and what doesn't, using evidence from testing to back up their thinking.	2.ETS1.3

Links Among Engineering, Technology, Science, and Society

Use appropriate tools to make observations, record data

2.ETS2.1

Students learn to pick the right tool for the job, whether that means using a ruler, a magnifier, or a measuring cup, then record what they find and use those notes to improve their design.
Predict and explain how human life and the natural world would be different…

2.ETS2.2

Students think about a common tool or system (like clean running water or electric lights) and explain what daily life would look like without it. The goal is to see how technology shapes the world around us.

Standard	Definition	Code
Use appropriate tools to make observations, record data	Students learn to pick the right tool for the job, whether that means using a ruler, a magnifier, or a measuring cup, then record what they find and use those notes to improve their design.	2.ETS2.1
Predict and explain how human life and the natural world would be different…	Students think about a common tool or system (like clean running water or electric lights) and explain what daily life would look like without it. The goal is to see how technology shapes the world around us.	2.ETS2.2

Links Among Engineering, Technology, Science, and Society

Use appropriate tools to make observations, record data

2.ETS2.1

Students learn to pick the right tool for the job, whether that means using a ruler, a magnifier, or a measuring cup, then record what they find and use those notes to improve their design.
Predict and explain how human life and the natural world would be different…

2.ETS2.2

Students think about a common tool or system (like clean running water or electric lights) and explain what daily life would look like without it. The goal is to see how technology shapes the world around us.

Standard	Definition	Code
Use appropriate tools to make observations, record data	Students learn to pick the right tool for the job, whether that means using a ruler, a magnifier, or a measuring cup, then record what they find and use those notes to improve their design.	2.ETS2.1
Predict and explain how human life and the natural world would be different…	Students think about a common tool or system (like clean running water or electric lights) and explain what daily life would look like without it. The goal is to see how technology shapes the world around us.	2.ETS2.2

Common Questions

What does science look like this year?
Students study pushes and pulls, sound and light, animals and where they live, and how wind and water change the land. They also try simple engineering challenges, like building something to send a signal or to keep dirt from washing away. Most learning happens through hands-on tries, not reading.
How can I help with science at home?
Talk through everyday science when it shows up. Ask why the cereal box slides easier on the table than the rug, what made the puddle disappear, or how a bird uses its beak. Five minutes of noticing and wondering does more than any worksheet.
What should students be able to do by the end of the year?
Students should explain how a bigger push makes something move faster, how rubbing two things together makes heat, and how animals use body parts to survive. They should also be able to plan a small test, watch what happens, and say what they noticed.
My child says science is just playing. Is that okay?
Yes. At this age, rolling cars down ramps, plucking rubber bands, and watching ants is the science. Students learn by trying something, watching closely, and talking about what changed. The thinking shows up in the questions, not in a textbook.
How should I sequence the units across the year?
Many teachers start with forces and motion since the materials are simple and routines get established. Sound and light fit well in the middle, animals and ecosystems pair nicely with outdoor weather, and earth materials work in spring when students can dig and observe runoff. Engineering threads through every unit.
Which topics usually need the most reteaching?
Friction and heat trip up a lot of students because they expect motion to slow down on its own. Sound as a vibration also takes repeated demonstrations with rice on a drum or a tuning fork in water. Plan extra hands-on time for both.
What are good questions to ask while my child plays outside?
Try questions like, what is moving the leaves, where did the puddle go, what is that bug doing with its legs, or why is the dirt washed away near the drain. The goal is to get students looking closely and guessing why.
How much writing should students do in science?
A little, and mostly drawings with labels. Students sketch what they tested, label the parts, and write a sentence about what happened. Long paragraphs are not the goal this year. Clear pictures with a few words show real thinking.
How do I know my child is ready for next year?
Students are ready when they can ask a science question, suggest a way to test it, and describe what they saw using words like push, pull, faster, slower, vibrate, or habitat. Curiosity and careful watching matter more than memorized facts.