Delaware State Standards for Science: Grade 2
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DE.1. Nature and Application of Science and Technology
1.1. Enduring Understandings: Scientific inquiry involves asking scientifically-oriented questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory, and communicating and justifying the explanation.
1.1.1.
Generate questions and predictions using observations and exploration about the natural world.
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Standard 1.1.1.
1.1.2.
Generate and follow simple plans using systematic observations to explore questions and predictions.
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Standard 1.1.2.
1.1.3.
Collect data using observations, simple tools and equipment. Record data in tables, charts, and bar graphs. Compare data with others to examine and question results.
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Standard 1.1.3.
1.1.4.
Construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation.
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Standard 1.1.4.
1.1.5.
Share simple plans, data, and explanations with an audience and justify the results using the evidence from the investigation.
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Standard 1.1.5.
1.1.6.
Use mathematics, reading, writing, and technology when conducting an investigation and communicating the results.
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Standard 1.1.6.
1.1.7.
Use an equal arm balance to weigh and compare a variety of objects and recognize that weighing is the process of balancing an object against a certain number of standard units.
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Standard 1.1.7.
1.1.8.
Predict the serial order for the weights of a variety of objects and test these predictions by weighing the objects.
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Standard 1.1.8.
1.1.9.
Identify that objects that move have energy because of their motion. Demonstrate that a hanging mobile has energy because of its motion and the mobile was given this energy by the push of moving air.
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Standard 1.1.9.
1.1.10.
Investigate how to change an object's movement by giving it a push or pull. Demonstrate that the greater the force, the greater the change in motion of the object. Summarize this understanding through the use of visuals or writing.
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Standard 1.1.10.
1.1.11.
Demonstrate that when the pushes and pulls acting on an object are balanced, the object will not move. Investigate the conditions necessary for objects to balance. Describe how the object was made to balance.
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Standard 1.1.11.
1.1.12.
Observe and identify basic components of soil. Use the senses to observe and then describe the physical properties of soil components.
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Standard 1.1.12.
1.1.13.
Conduct simple tests to identify the three basic components of soil (sand, clay, humus) and to compare and contrast the properties of each of the components.
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Standard 1.1.13.
1.1.14.
Interpret test results (touch and roll, smear, settling, ability to absorb and retain water) and draw conclusions about a soil's components.
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Standard 1.1.14.
1.1.15.
Record and organize the results of soil tests and explain these results through writing, drawing, and discussion.
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Standard 1.1.15.
1.1.16.
Reflect on the test results and predict how plants will grow in different soil components.
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Standard 1.1.16.
1.1.17.
Apply this knowledge to describe how the properties of each soil component contribute to an appropriate soil mixture in growing plants.
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Standard 1.1.17.
1.1.18.
Identify and describe the structures of insects and various other organisms that enable them to function in their environment.
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Standard 1.1.18.
1.1.19.
Compare and contrast the structures on different kinds of insects at different stages of development.
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Standard 1.1.19.
1.1.20.
Given several pictures of adult organisms, identify and explain which organisms are insects and which are not.
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Standard 1.1.20.
1.1.21.
Observe common structures of different insects (e.g., mouth parts or legs). Describe the similarities and differences among the structures. Recognize that the structure is related to the function it performs (e.g., a caterpillar mouth for chomping leaves differs from a butterfly proboscis for obtaining nectar).
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Standard 1.1.21.
1.1.22.
Observe a variety of plants and animals. Compare specific needs that are common to plants or animals of the same group (i.e., all fish need water but some fish need cold water to live and some need warm water to live, all plants need water but some need a humid environment and some need a dry environment).
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Standard 1.1.22.
1.1.23.
Conduct simple investigations to determine and describe how insects and various other organisms respond to different kinds of stimuli, (e.g., light versus dark environment).
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Standard 1.1.23.
1.1.24.
Investigate and evaluate how plant growth is affected by varying amounts of different soil components.
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Standard 1.1.24.
1.1.25.
Conduct simple investigations using artificial habitats to describe how the survival of insects is affected by the environment.
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Standard 1.1.25.
1.1.26.
Observe the life cycle of a selected organism (e.g., plant, butterfly, frog, etc.) and recognize that the stages of the life cycle are predictable and describable.
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Standard 1.1.26.
1.1.27.
Identify the stages in a life cycle of an organism that goes through complete metamorphosis (e.g., butterfly, mealworm).
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Standard 1.1.27.
1.1.28.
Describe the similarities and differences in the structures and behaviors of the egg, larvae, pupae, and adult insect.
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Standard 1.1.28.
1.1.29.
Identify the stages in the life cycle of an organism that goes through simple (incomplete) metamorphosis (e.g., grasshopper, cricket). Describe the similarities and differences in the structures and behaviors of the egg, nymph, and adult insect.
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Standard 1.1.29.
1.1.30.
Recognize that there are many different kinds of animals in the world, of which insects are one grouping. Sort insects from animals that are not insects. Identify the characteristics used to sort the insects (i.e., three body parts, six legs).
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Standard 1.1.30.
1.1.31.
Describe the effects that result from plants, insects and other animals changing the environment in which they live (e.g., worms make tunnels in the earth, crickets eat the grass).
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Standard 1.1.31.
1.1.32.
Observe the plants and animals living in an environment. Identify ways in which plants and animals benefit from each other (e.g., animals use plants for food and shelter, and plants need insects to spread pollen).
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Standard 1.1.32.
1.1.33.
Observe and describe the effects of plant and animal overcrowding in a given space (i.e., many guppies in an aquarium, many beetles in a habitat). Recognize that this overcrowding results in an increased need for basic resources.
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Standard 1.1.33.
1.1.34.
Investigate how natural composting recycles plants and other discarded organic matter. Recognize the importance of this process to the environment.
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Standard 1.1.34.
1.2. Enduring Understandings: The development of technology and advancement in science influence each other and drive each other forward.
1.2.1.
Select and use appropriate instruments (e.g., hand lens/magnifier, droppers, funnels, filter paper, sieves) to analyze soil samples.
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Standard 1.2.1.
1.2.2.
Recognize that some insects are considered harmful to humans, plants, and other animals while other insects can be beneficial. Technology allows us to help control the harmful insects (i.e., control of mosquitoes, termites, ticks, etc.).
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Standard 1.2.2.
1.3. Enduring Understandings: Understanding past processes and contributions is essential in building scientific knowledge.
DE.2. Materials and Their Properties
2.1. Enduring Understandings: The structures of materials determine their properties.
2.1.1.
Use an equal arm balance to weigh and compare a variety of objects and recognize that weighing is the process of balancing an object against a certain number of standard units.
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Standard 2.1.1.
2.1.2.
Predict the serial order for the weights of a variety of objects and test these predictions by weighing the objects.
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Standard 2.1.2.
2.1.3.
Recognize that equal volumes of different materials may have different weights.
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Standard 2.1.3.
2.2. Enduring Understandings: People develop new materials as a response to the needs of society and the pursuit of knowledge. This development may have risks and benefits to humans and the environment.
DE.3. Energy and Its Effects
3.1. Enduring Understandings: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy) and types of energy associated with the position of mass and with energy fields (potential energy).
3.1.1.
Identify that objects that move have energy because of their motion. Demonstrate that a hanging mobile has energy because of its motion and the mobile was given this energy by the push of moving air.
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Standard 3.1.1.
3.2. Enduring Understandings: Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces. Different forces are responsible for the transfer of the different forms of energy.
3.2.1.
Investigate how to change an object's movement by giving it a push or pull. Demonstrate that the greater the force, the greater the change in motion of the object. Summarize this understanding through the use of visuals or writing.
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Suggested Titles for Delaware
Science State
Standard 3.2.1.
3.2.2.
Demonstrate that when the pushes and pulls acting on an object are balanced, the object will not move. Investigate the conditions necessary for objects to balance. Describe how the object was made to balance.
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Standard 3.2.2.
3.3. Enduring Understandings: Energy readily transforms from one form to another, but these transformations are not always reversible. The details of these transformations depend upon the initial form of the energy and the properties of the materials involved. Energy may transfer into or out of a system and it may change forms, but the total energy cannot change.
3.4. Enduring Understandings: People utilize a variety of resources to meet the basic and specific needs of life. Some of these resources cannot be replaced. Other resources can be replenished or exist in such vast quantities they are in no danger of becoming depleted. Often the energy stored in resources must be transformed into more useful forms and transported over great distances before it can be helpful to us.
DE.4. Earth in Space
4.1. Enduring Understandings: There are observable, predictable patterns of movement in the Earth, Moon, and Sun system that account for day and night.
4.2. Enduring Understandings: Technology expands our knowledge of the Earth, Moon, and Sun System.
DE.5. Earth's Dynamic Systems
5.1. Enduring Understandings: Earth's systems can be broken down into individual components which have observable measurable properties.
5.1.1.
Observe and identify basic components of soil. Use the senses to observe and then describe the physical properties of soil components.
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Suggested Titles for Delaware
Science State
Standard 5.1.1.
5.1.2.
Conduct simple tests to identify the three basic components of soil (sand, clay, humus) and to compare and contrast the properties of each of the components.
2
Suggested Titles for Delaware
Science State
Standard 5.1.2.
5.1.3.
Interpret test results (touch and roll, smear, settling, ability to absorb and retain water) and draw conclusions about a soil's components.
1
Suggested Titles for Delaware
Science State
Standard 5.1.3.
5.1.4.
Record and organize the results of soil tests and explain these results through writing, drawing, and discussion.
1
Suggested Titles for Delaware
Science State
Standard 5.1.4.
5.1.5.
Reflect on the test results and predict how plants will grow in different soil components. Apply this knowledge to describe how the properties of each soil component contribute to an appropriate soil mixture in growing plants.
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Suggested Titles for Delaware
Science State
Standard 5.1.5.
5.2. Enduring Understandings: Earth's components form systems. These systems continually interact at different rates of time, affecting the Earth locally and globally.
5.2.1.
Use worms to enhance decomposition of plant material in composting. Explain how composting is an effective method to recycle plants and other discarded organic matter.
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Standard 5.2.1.
5.3. Enduring Understandings: Technology enables us to better understand Earth's systems. It also allows us to analyze the impact of human activities on Earth's systems and the impact of Earth's systems on human activity.
5.3.1.
Select and use appropriate instruments (e.g., hand lens/magnifier, droppers, funnels, filter paper, sieves) to analyze soil samples.
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Science State
Standard 5.3.1.
DE.6. Life Processes
6.1. Enduring Understandings: Living systems demonstrate the complementary nature of structure and function.
6.1.1.
Identify and describe the structures of insects and various other organisms that enable them to function in their environment.
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Standard 6.1.1.
6.1.2.
Compare and contrast the structures on different kinds of insects at different stages of development.
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Standard 6.1.2.
6.1.3.
Given several pictures of adult organisms, identify and explain which organisms are insects and which are not.
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Standard 6.1.3.
6.1.4.
Observe common structures of different insects (e.g., mouth parts or legs). Describe the similarities and differences among the structures. Recognize that the structure is related to the function it performs (e.g., a caterpillar mouth for chomping leaves differs from a butterfly proboscis for obtaining nectar).
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Science State
Standard 6.1.4.
6.2. Enduring Understandings: All organisms transfer matter and convert energy from one form to another. Both matter and energy are necessary to build and maintain structures within the organism.
6.2.1.
Identify the basic needs of all insects for survival. These include food, water, air, space, light, and shelter. Recognize that insects also have specific needs according to their kind, (i.e., specific food such as nectar or mulberry leaves).
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Standard 6.2.1.
6.2.2.
Propose changes to an aquatic or terrestrial habitat that increase the health of organisms (i.e., moisten the soil in a terrarium, add water to an aquarium).
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Standard 6.2.2.
6.3. Enduring Understandings: Organisms respond to external cues, which allow them to survive.
6.3.1.
Conduct simple investigations to determine and describe how insects and various other organisms respond to different kinds of stimuli, (e.g., light versus dark environment).
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Suggested Titles for Delaware
Science State
Standard 6.3.1.
6.4. Enduring Understandings: The life processes of organisms are affected by their interactions with each other and their environment, and may be altered by human manipulation.
6.4.1.
Investigate and evaluate how plant growth is affected by varying amounts of different soil components.
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Standard 6.4.1.
6.4.2.
Conduct simple investigations using artificial habitats to describe how the survival of insects is affected by the environment.
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Standard 6.4.2.
DE.7. Diversity and Continuity of Living Things
7.1. Enduring Understandings: Organisms reproduce, develop, have predictable life cycles, and pass on heritable traits to their offspring.
7.1.1.
Observe the life cycle of a selected organism (e.g., plant, butterfly, frog, etc.) and recognize that the stages of the life cycle are predictable and describable.
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Standard 7.1.1.
7.1.2.
Identify the stages in a life cycle of an organism that goes through complete metamorphosis (e.g., butterfly, mealworm). Describe the similarities and differences in the structures and behaviors of the egg, larvae, pupae, and adult insect.
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Suggested Titles for Delaware
Science State
Standard 7.1.2.
7.1.3.
Identify the stages in the life cycle of an organism that goes through simple (incomplete) metamorphosis (e.g., grasshopper, cricket). Describe the similarities and differences in the structures and behaviors of the egg, nymph, and adult insect.
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Suggested Titles for Delaware
Science State
Standard 7.1.3.
7.2. Enduring Understandings: The diversity and changing of life forms over many generations is the result of natural selection, in which organisms with advantageous traits survive, reproduce, and pass those traits to offspring.
7.2.1.
Recognize that there are many different kinds of animals in the world, of which insects are one grouping. Sort insects from animals that are not insects. Identify the characteristics used to sort the insects (i.e., three body parts, six legs).
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Suggested Titles for Delaware
Science State
Standard 7.2.1.
7.3. Enduring Understandings: The development of technology has allowed us to apply our knowledge of genetics, reproduction, development and evolution to meet human wants and needs.
7.3.1.
Recognize that some insects are considered harmful to humans, plants, and other animals while other insects can be beneficial. Technology allows us to help control the harmful insects (i.e., control of mosquitoes, termites, ticks, etc.).
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Suggested Titles for Delaware
Science State
Standard 7.3.1.
DE.8. Ecology
8.1. Enduring Understandings: Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the system.
8.1.1.
Describe the effects that result from plants, insects, and other animals changing the environment in which they live (e.g., worms make tunnels in the earth, crickets eat the grass).
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Standard 8.1.1.
8.1.2.
Observe the plants and animals living in an environment. Identify ways in which plants and animals benefit from each other (e.g., animals use plants for food and shelter, and plants need insects to spread pollen).
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Standard 8.1.2.
8.1.3.
Observe and describe the effects of plant and animal overcrowding in a given space (i.e., many guppies in an aquarium, many beetles in a habitat). Recognize that this overcrowding results in an increased need for basic resources.
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Suggested Titles for Delaware
Science State
Standard 8.1.3.
8.2. Enduring Understandings: Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the sun flows irreversibly through ecosystems and is conserved as organisms use and transform it.
8.2.1.
Investigate how natural composting recycles plants and other discarded organic matter. Recognize the importance of this process to the environment.
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Science State
Standard 8.2.1.