What does a student learn in StateMinnesota,GradeGrade 2,SubjectScience?

Students ask questions about physical science topics and figure out what problem needs solving before starting an investigation.

Students ask questions about things they notice, experiments they run, and ideas they read about. Wondering "why does that happen?" or "what if we tried this?" is where science starts.

Students watch something move, then come up with a question about it that a simple test or experiment could answer. Think: "Why does the ball roll faster on the smooth floor than the carpet?"

Students plan a simple test, gather what they need, and record what happens. The focus is on asking a question first, then finding out the answer by trying something real.

Students plan a simple test to answer a question they have about something they noticed, then gather and record results that back up what they think is happening.

Students plan a simple test to see what happens when they heat or cool everyday materials like water, butter, or clay. They watch and describe how the material looks, feels, or changes shape as the temperature goes up or down.

Students use counting, measuring, and simple math to describe what they observe in science. They might measure how far an object moves or count how many times something happens.

Second graders use numbers and simple patterns to describe what they observe, like measuring how far a ball rolls or comparing weights. They also follow step-by-step rules to figure out how things in nature or everyday objects work.

Students look at how pushes and pulls affect a moving object, then predict what will happen next based on the numbers they observe. A balanced push keeps an object still; an unbalanced one gets it moving or changes its direction.

Students build or draw simple models to show how something works, like a diagram of water moving through a pipe or a sketch of how a ball rolls down a ramp.

Students build simple drawings or diagrams to show how something works, then update those drawings as they learn more and use them to explain their thinking to classmates.

Students draw or build a model showing what happens when something heats up or cools down. Some changes, like ice melting, can be undone. Others, like a cooked egg, cannot.

Students read and compare information from books, diagrams, and other sources to answer a science question, then share what they found in their own words or drawings.

Students learn how different communities, including Minnesota American Indian tribes, explain natural events and solve everyday problems. They gather those ideas and share what they find.

Students learn how different cultures, including Minnesota Native communities, choose materials based on their natural properties. For example, selecting bark, stone, or fiber for a specific tool or shelter based on what that material can do.

Students look at weather data collected over time and find patterns, like which months tend to be rainy or warm. They use what they see in the data to explain what the weather is usually like in their area.

Students look at their weather records, plant measurements, or other science notes and spot patterns. They figure out what those patterns mean and whether one thing might be causing another to change.

Students collect weather information for each season and use charts or drawings to show what the weather is usually like. They compare seasons to explain why spring feels different from winter.

Students test objects built to protect against storms or floods, then compare which ones held up and which ones didn't. The goal is to see the tradeoffs, not just pick a winner.

Students read or listen to sources about Earth and space, then share what they learned in words or pictures. The focus is on finding reliable information and explaining it clearly to others.

Reading books, charts, and other sources, students gather facts about Earth science topics, decide which information is trustworthy, and share what they learned through writing, drawing, or talking.

Students look at books, maps, or other sources to find out where water exists on Earth, such as oceans, rivers, lakes, and underground. They collect that information and explain what they learned.

Students research what the weather is usually like in different parts of the world, using books, websites, and other sources. They use what they find to describe how climates differ from one region to another.

Students look at a problem in nature and explain what they think is happening, then come up with a simple solution to fix it. They back up their ideas with what they have observed or learned.

Students sketch or build a solution to a simple science problem, then check whether it meets the rules they were given, like staying under a size limit or using only certain materials.

Students design and build something that works the way a plant or animal does to scatter seeds. They study how nature moves seeds (by wind, water, or fur) and use that idea to create their own device.

Students look at two different explanations about living things and decide which one has better evidence to back it up.

Students look at evidence, build an explanation, and defend it when someone disagrees. If new evidence shows they were wrong, they update their thinking.

Students look at a specific habitat and use evidence to argue why some animals and plants thrive there, others barely get by, and others could not live there at all.