Science, Grade 2
1st Nine Weeks :: The student is expected to...
• DSISD Health TEKS Responsibility Chart
• Scientific Process
• Academic Vocabulary
• Solid, Liquid, Mass, Melting, Record, Thermometer
• Weeks 1-2: Lab Safety
• Essential Question
• Why should I use safe practices during lab investigations?
• TEKS
• identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and
outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.[1A]
• describe the importance of safe practices.[1B]
• collect, record, and compare information using tools, including computers, hand lenses, rulers, primary
balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including
clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges. materials to
support observations of habitats of organisms such as terrariums and aquariums.[4A]
• Weeks 3-4: Simple Descriptive Investigations
• Essential Questions
• How do I generate scientific questions about observations and investigations?
• How do I explain and justify scientific observations?
• TEKS
• ask questions about organisms, objects, and events during observations and investigations.[2A]
• communicate observations and justify explanations using student-generated data from simple descriptive
investigations.[2E]
• Weeks 5-8: Matter and Energy FOSS Solids & Liquids
• Essential Question
• What happens to the items when they are put together or taken apart?
• How do materials change when they are heated or cooled?
• What causes a material to change when heated or cooled?
• What are the physical properties that would cause you to select one material over another?
• How does an object change when it is cut, folded, sanded, or melted?
• TEKS
• classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility,
and whether material is a solid or liquid.[5A]
• compare changes in materials caused by heating and cooling. [5B]
• combine materials that when put together can do things that they cannot do by themselves such as building a
tower or a bridge and justify the selection of those materials based on their physical properties.[5D]
• demonstrate that things can be done to materials to change their physical properties such as cutting, folding,
sanding, and melting. [5C]
2nd Nine Weeks :: The student is expected to...
• Academic Vocabulary
• Analyze
• Weeks 9-10:
Force, Motion & Energy: Energy
• Essential Question
• How can increasing or decreasing the amount of energy affect an object?
• TEKS
Science, Grade 2
• investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such
as how the color of an object appears different in dimmer light or how heat melts butter.[6A]
• Weeks 11-13: Force, Motion & Energy: FOSS Balance and Motion
• Essential Question
• How do I demonstrate that changes in the position of an object occur over time?
• Why do objects move in different patterns?
• TEKS
• collect data from observations using simple equipment such as hand lenses, primary balances, thermometers,
and non-standard measurement tools.[2C]
• record and organize data using pictures, numbers, and words.[2D]
• measure and compare organisms and objects using non-standard units that approximate metric units.[4B]
• trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down
a ramp.[6C]
• compare patterns of movement of objects such as sliding, rolling, and spinning.[6D]
• Weeks 14-16: Force, Motion & Energy: Magnets
• Essential Question
• How are magnets used in our everyday life?
• Where can you find magnets and how did they get there?
• TEKS
• observe and identify how magnets are used in everyday life.[6B]
3rd Nine Weeks :: The student is expected to...
• Academic Vocabulary
• Condensation, Evaporation, Precipitation, Water Cycle, Manmade Resources
• Weeks 17-18: Earth & Space: Moon and Sun
• Essential Question
• How does the sun change throughout the day?
• How does the moon change throughout the month?
• Why do they seem to change?
• TEKS
• record and organize data using pictures, numbers, and words.[2D]
• observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.[8D]
• Weeks 19-20: Earth & Space: Water Cycle
• Essential Questions
• How is the water cycle connected to the weather?
• Where does the water cycle start?
• What causes precipitation?
• If the sun's heat didn't evaporate, what would the weather be like?
• TEKS
• explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected
to weather conditions.[8C]
• Week 21-23: Earth and Space: Weather
• Essential Question
• How do we use the weather information we collected?
• What would it be like if the weather stayed the same?
• TEKS
• compare results of investigations with what students and scientists know about the world.[2F]
Science, Grade 2
• collect, record, and compare information using tools, including computers, hand lenses, rulers, primary
balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including
clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges. materials to
support observations of habitats of organisms such as terrariums and aquariums.[4A]
• measure, record, and graph weather information, including temperature, wind conditions, precipitation, and
cloud coverage, in order to identify patterns in the data.[8A]
• identify the importance of weather and seasonal information to make choices in clothing, activities, and
transportation.[8B]
• Weeks 24-26: Earth & Space: Natural Resources
• Essential Question
• How do I find similarities and differences between natural and manmade resources?
• What are the different bodies of water and where do you find each type?
• Is there more saltwater or freshwater?
• Where do streams, lakes, rivers, and glaciers get their water?
• What are the properties of rocks?
• What do different properties tell us about them?
• Do all of the rocks in a certain place look the same? Why or why not?
• TEKS
• identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as
conserving water and reuse or recycling of paper, plastic, and metal.[1C]
• observe and describe rocks by size, texture, and color.[7A]
• identify and compare the properties of natural sources of freshwater and saltwater.[7B]
• distinguish between natural and manmade resources.[7C]
4th Nine Weeks :: The student is expected to...
• Academic Vocabulary
• Depend, Sequence
• Weeks 27-31: Organisms & Environment - Plants
• Essential Question
• How do plants depend on each other and their environment to help them meet their basic needs?
• What are the basic needs of plants and animals?
• TEKS
• plan and conduct descriptive investigations such as how organisms grow.[2B]
• collect data from observations using simple equipment such as hand lenses, primary balances, thermometers,
and non-standard measurement tools.[2C]
• record and organize data using pictures, numbers, and words.[2D]
• collect, record, and compare information using tools, including computers, hand lenses, rulers, primary
balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including
clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges. materials to
support observations of habitats of organisms such as terrariums and aquariums.[4A]
• identify the basic needs of plants and animals.[9A]
• identify factors in the environment, including temperature and precipitation, that affect growth and behavior such
as migration, hibernation, and dormancy of living things.[9B]
• compare and give examples of the ways living organisms depend on each other and on their environments such
as food chains within a garden, park, beach, lake, and wooded area.[9C]
• observe, record, and compare how the physical characteristics of plants help them meet their basic needs such
as stems carry water throughout the plant.[10B]
• Weeks 31-36: Organisms & Environment - Animals
• Essential Question
• How do animals depend on each other and their environment to help them meet their basic needs?
Science, Grade 2
• TEKS
• identify and explain a problem in his/her own words and propose a task and solution for the problem such as
lack of water in a habitat.
• make predictions based on observable patterns.[3B]
• identify what a scientist is and explore what different scientists do.[3C]
• collect, record, and compare information using tools, including computers, hand lenses, rulers, primary
balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including
clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges. materials to
support observations of habitats of organisms such as terrariums and aquariums.[4A]
• identify the basic needs of plants and animals.[9A]
• identify factors in the environment, including temperature and precipitation, that affect growth and behavior such
as migration, hibernation, and dormancy of living things.[9B]
• compare and give examples of the ways living organisms depend on each other and on their environments such
as food chains within a garden, park, beach, lake, and wooded area.[9C]
• observe, record, and compare how the physical characteristics and behaviors of animals help them meet their
basic needs such as fins help fish move and balance in the water.[10A]
• observe, record, and compare how the physical characteristics of plants help them meet their basic needs such
as stems carry water throughout the plant.[10B]
• investigate and record some of the unique stages that insects undergo during their life cycle.[10C]
Health Education, Grade 2 :: The student is expected to...
• Teacher Health TEKS
• explain actions an individual can take when not feeling well.[1A]
• describe and demonstrate personal health habits such as brushing and flossing teeth and exercise.[1B]
• identify food groups and describe the effects of eating too much sugar and fat such as knowing that sugar
causes dental cavities.[1C]
• identify healthy and unhealthy food choices such as a healthy breakfast and snacks and fast food choices.[1D]
• define stress and describe healthy behaviors that reduce stress such as exercise.[1E]
• describe the importance of individual health maintenance activities such as regular medical and dental
checkups.[1F]
• describe how a healthy diet can help protect the body against some diseases.[1G]
• describe behaviors that protect the body structure and organs such as wearing a seat belt and wearing a bicycle
helmet.[3A]
• explain ways in which germs are transmitted, methods of preventing the spread of germs, and the importance of
immunization.[4A]
• identify causes of disease other than germs such as allergies and heart disease.[4B]
• explain how the body provides protection from disease.[4C]
• apply practices to control spread of germs in daily life such as hand washing and skin care.[4D]
• describe strategies for protecting the environment and the relationship between the environment and individual
health such as air pollution and ultra-violet rays.[5B]
• identify people who can provide health information.[6A]
• identify various media that provide health information.[6B]
• describe how the media can influence an individual's health choices such as television ads for fast foods and
breakfast cereals.[7A]
• discuss how personal health care products have been improved by technology such as sunblock and safety
equipment.[7B]
• explain steps in the decision-making process and the importance of following the steps.[11A]
• describe how personal-health decisions affect self and others.[11B]
• list the steps and describe the importance of task completion and goal setting.[11C]
• PE
• identify characteristics needed to be a responsible family member or friend.[9A]
Science, Grade 2
• list and demonstrate good listening skills.[9B]
• demonstrate refusal skills.[9C]
• describe how to effectively communicate.[10A]
• express needs, wants, and emotions in healthy ways.[10B]
• explain the benefits of practicing self-control.[10C]
• Counselors
• identify and describe the harmful effects of alcohol, tobacco, and other drugs on the body.[2A]
• identify ways to avoid deliberate and accidental injuries.[2B]
• explain the need to use protective equipment when engaging in certain recreational activities such as
skateboarding, rollerblading, cycling, and swimming.[2C]
• explain the importance of avoiding dangerous substances.[2D]
• explain ways to avoid weapons and report the presence of weapons to an adult.[2E]
• identify a trusted adult such as a parent, teacher, or law enforcement officer and identify ways to react when
approached and made to feel uncomfortable or unsafe by another person/adult.[2F]
• identify the major organs of the body such as the heart, lungs, and brain and describe their primary function.[3B]
• identify the major systems of the body.[3C]
• identify hazards in the environment that affect health and safety such as having loaded guns in the home and
drinking untreated water.[5A]
• identify personal responsibilities as a family member in promoting and practicing health behaviors.[5C]
• describe how friends can influence a person's health.[8A]
• recognize unsafe requests made by friends such as playing in the street.[8B]
• identify characteristics needed to be a responsible family member or friend.[9A]
• list and demonstrate good listening skills.[9B]
• demonstrate refusal skills.[9C]
• describe how to effectively communicate.[10A]
• express needs, wants, and emotions in healthy ways.[10B]
• explain the benefits of practicing self-control.[10C]
• explain why obtaining help, especially from parents/trusted adults, can be helpful when making decisions about
personal health.[11D]
Technology Applications, Kindergarten-Grade 2, Beginning with School Year 2012-2013
Imported Standards :: The student is expected to...
• apply prior knowledge to develop new ideas, products, and processes.[1A]
• create original products using a variety of resources.[1B]
• explore virtual environments, simulations, models, and programming languages to enhance learning.[1C]
• create and execute steps to accomplish a task.[1D]
• evaluate and modify steps to accomplish a task.[1E]
• use communication tools that allow for anytime, anywhere access to interact, collaborate, or publish with peers
locally and globally.[2A]
• participate in digital environments to develop cultural understanding by interacting with learners of multiple
cultures.[2B]
• format digital information, including font attributes, color, white space, graphics, and animation, for a defined
audience and communication medium.[2C]
• select, store, and deliver products using a variety of media, formats, devices, and virtual environments.[2D]
• use search strategies to access information to guide inquiry.[3A]
• use research skills to build a knowledge base regarding a topic, task, or assignment.[3B]
• evaluate the usefulness of acquired digital content.[3C]
• identify what is known and unknown and what needs to be known regarding a problem and explain the steps to
solve the problem.[4A]
Science, Grade 2
• evaluate the appropriateness of a digital tool to achieve the desired product.[4B]
• evaluate products prior to final submission.[4C]
• collect, analyze, and represent data using tools such as word processing, spreadsheets, graphic organizers,
charts, multimedia, simulations, models, and programming languages.[4D]
• adhere to acceptable use policies reflecting appropriate behavior in a digital environment.[5A]
• comply with acceptable digital safety rules, fair use guidelines, and copyright laws.[5B]
• practice the responsible use of digital information regarding intellectual property, including software, text,
images, audio, and video.[5C]
• use appropriate terminology regarding basic hardware, software applications, programs, networking, virtual
environments, and emerging technologies.[6A]
• use appropriate digital tools and resources for storage, access, file management, collaboration, and designing
solutions to problems.[6B]
• perform basic software application functions, including opening an application and creating, modifying, printing,
and saving files.[6C]
• use a variety of input, output, and storage devices.[6D]
• use proper keyboarding techniques such as ergonomically correct hand and body positions appropriate for
Kindergarten-Grade 2 learning.[6E]
• demonstrate keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys
appropriate for Kindergarten-Grade 2 learning.[6F]
• use the help feature online and in applications.[6G]
English Language Proficiency Standards :: The student is expected to...
• Learning Strategies
• use prior knowledge and experiences to understand meanings in English (Use what they know about _____ to
predict the meaning of _____).[1A]
• monitor oral and written language production and employ self-corrective techniques or other resources (Check
how well they are able to say.... ).[1B]
• use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and
reviewing to acquire basic and grade-level vocabulary (Use _____ to learn new vocabulary about... ).[1C]
• speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms
and circumlocution (conveying ideas by defining or describing when exact English words are not known) (Use
strategies such as _____ to discuss...).[1D]
• internalize new basic and academic language by using and reusing it in meaningful ways in speaking and
writing activities that build concept and language attainment (Use and reuse the words/phrases _____ in a
discussion/writing activity about.... ).[1E]
• use accessible language and learn new and essential language in the process (Use the phrase _____ to learn
the meaning of... ).[1F]
• demonstrate an increasing ability to distinguish between formal and informal English and an increasing
knowledge of when to use each one commensurate with grade-level learning expectations (Use formal/informal
English to describe... ).[1G]
• develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for
patterns in language, and analyzing sayings and expressions commensurate with grade-level learning
expectations (Use strategies such as _____ to learn the meaning of... ).[1H]
• Listening
• distinguish sounds and intonation patterns of English with increasing ease (Recognize correct pronunciation
of... ).[2A]
• recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels,
silent letters, and consonant clusters (Recognize sounds used in the words... ).[2B]
• learn new language structures, expressions, and basic and academic vocabulary heard during classroom
instruction and interactions (Identify words and phrases heard in a discussion about... ).[2C]
• monitor understanding of spoken language during classroom instruction and interactions and seek clarification
as needed (Check for understanding by... /Seek help by... ).[2D]
• use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and
elaborated spoken language (Use ___ (media source) to learn/review... ).[2E]
Science, Grade 2
• listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and
reinforce concept and language attainment.[2F]
• understand the general meaning, main points, and important details of spoken language ranging from situations
in which topics, language, and contexts are familiar to unfamiliar (Describe general meaning, main points, and
details heard in... ).[2G]
• understand implicit ideas and information in increasingly complex spoken language commensurate with
grade-level learning expectations (Identify implicit ideas and information heard in... ).[2H]
• demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or
summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs (Demonstrate listening comprehension by... ).[2I]
• Speaking
• practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and
consonant clusters to pronounce English words in a manner that is increasingly comprehensible (Pronounce the
words _____ correctly).[3A]
• expand and internalize initial English vocabulary by learning and using high-frequency English words necessary
for identifying and describing people, places, and objects, by retelling simple stories and basic information
represented or supported by pictures, and by learning and using routine language needed for classroom
communication (Use new vocabulary about _____ in stories, pictures, descriptions, and/or classroom
communication...).[3B]
• speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with
increasing accuracy and ease as more English is acquired (Speak using a variety of types of sentence stems
about...).[3C]
• speak using grade-level content area vocabulary in context to internalize new English words and build academic
language proficiency (Speak using the words ___ about...).[3D]
• share information in cooperative learning interactions (Share in cooperative groups about...).[3E]
• ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete
vocabulary, including key words and expressions needed for basic communication in academic and social
contexts, to using abstract and content-based vocabulary during extended speaking assignments (Ask and give
information using the words...).[3F]
• express opinions, ideas, and feelings ranging from communicating single words and short phrases to
participating in extended discussions on a variety of social and grade-appropriate academic topics (Express
opinions, ideas, and feelings about _____ using the words/phrases...).[3G]
• narrate, describe, and explain with increasing specificity and detail as more English is acquired (Narrate,
describe, and explain...).[3H]
• adapt spoken language appropriately for formal and informal purposes (Use formal/informal English to say...).
[3I]
• respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and
reinforce concept and language attainment (Respond orally to information from a variety of media sources
about...).[3J]
• Reading
• learn relationships between sounds and letters of the English language and decode (sound out) words using a
combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and
base words (Identify relationships between sounds and letters by...).[4A]
• recognize directionality of English reading such as left to right and top to bottom (Recognize directionality of
English text.).[4B]
• develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and
language structures used routinely in written classroom materials (Recognize the words/phrases...).[4C]
• use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and
other prereading activities to enhance comprehension of written text (Use prereading supports such as _____ to
understand..).[4D]
• read linguistically accommodated content area material with a decreasing need for linguistic accommodations
as more English is learned (Read materials about _____ with support of simplified text/visuals/word banks as
needed).[4E]
• use visual and contextual support and support from peers and teachers to read grade-appropriate content area
text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background
knowledge needed to comprehend increasingly challenging language (Use visual and contextual supports to
read...).[4F]
Science, Grade 2
• demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or
summarizing material, responding to questions, and taking notes commensurate with content area and grade
level needs (Show comprehension of English text about...).[4G]
• read silently with increasing ease and comprehension for longer periods. (Demonstrate comprehension of text
read silently by...)[4H]
• demonstrate English comprehension and expand reading skills by employing basic reading skills such as
demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and
distinguishing main ideas from details commensurate with content area needs (Show comprehension of text
about _____ through basic reading skills such as...).[4I]
• demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting,
making connections between ideas, drawing inferences and conclusions from text and graphic sources, and
finding supporting text evidence commensurate with content area needs (Show comprehension of text/graphic
sources about _____ through inferential skills such as...).[4J]
• demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating
written information and performing critical analyses commensurate with content area and grade-level needs
(Show comprehension of text about _____ through analytical skills such as...).[4K]
• Writing
• learn relationships between sounds and letters of the English language to represent sounds when writing in
English.(Learn relationships between sounds and letters when writing about...)[5A]
• write using newly acquired basic vocabulary and content-based grade-level vocabulary (Write using newly
acquired vocabulary about...).[5B]
• spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with
increasing accuracy as more English is acquired (Spell English words such as...).[5C]
• edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and
appropriate verb tenses commensurate with grade-level expectations as more English is acquired (Edit writing
about...).[5D]
• employ increasingly complex grammatical structures in content area writing commensurate with grade-level
expectations, such as using correct verbs, tenses, and pronouns/antecedents (Use simple and complex
sentences to write about...).[5Ei]
• employ increasingly complex grammatical structures in content area writing commensurate with grade-level
expectations, such as using possessive case (apostrophe s) correctly (Use simple and complex sentences to
write about...).[5Eii]
• employ increasingly complex grammatical structures in content area writing commensurate with grade-level
expectations, such as using negatives and contractions correctly (Use simple and complex sentences to write
about...).[5Eiii]
• write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine
phrases, clauses, and sentences in increasingly accurate ways as more English is acquired (Write using a variety
of sentence frames and selected vocabulary about...).[5F]
• narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more
English is acquired (Narrate, describe, and explain in writing about...).[5G]