New York State Standards for Science: Grade 2

NY.1. Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

1.1. Mathematical Analysis: Abstraction and symbolic representation are used to communicate mathematically.

1.1.1. Students use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to the immediate environment. 230
Suggested Titles for New York Science State Standard 1.1.1.

1.2. Mathematical Analysis: Deductive and inductive reasoning are used to reach mathematical conclusions.

1.2.1. Students use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. 171
Suggested Titles for New York Science State Standard 1.2.1.

1.3. Mathematical Analysis: Critical thinking skills are used in the solution on mathematical problems.

1.3.1. Students explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible. 94
Suggested Titles for New York Science State Standard 1.3.1.

1.4. Scientific Inquiry: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.4.1. Students ask 'why' questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. 70
Suggested Titles for New York Science State Standard 1.4.1.

1.4.2. Students question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings. 53
Suggested Titles for New York Science State Standard 1.4.2.

1.4.3. Students develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. 107
Suggested Titles for New York Science State Standard 1.4.3.

1.5. Scientific Inquiry: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

1.5.1. Students develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate. 53
Suggested Titles for New York Science State Standard 1.5.1.

1.5.2. Students share their research plans with others and revise them based on their suggestions. 55
Suggested Titles for New York Science State Standard 1.5.2.

1.5.3. Students carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time). 210
Suggested Titles for New York Science State Standard 1.5.3.

1.6. Scientific Inquiry: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

1.6.1. Students organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. 235
Suggested Titles for New York Science State Standard 1.6.1.

1.6.2. Students interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. 55
Suggested Titles for New York Science State Standard 1.6.2.

1.6.3. Students share their findings with others and actively seek their interpretations and ideas. 55
Suggested Titles for New York Science State Standard 1.6.3.

1.6.4. Students adjust their explanations and understandings of objects and events based on their findings and new ideas. 55
Suggested Titles for New York Science State Standard 1.6.4.

1.7. Engineering Design: Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop the logical solutions to problems within given constraints.

1.7.1. Students describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved. 55
Suggested Titles for New York Science State Standard 1.7.1.

1.7.2. Students investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members. 53
Suggested Titles for New York Science State Standard 1.7.2.

1.7.3. Students generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices. 282
Suggested Titles for New York Science State Standard 1.7.3.

1.7.4. Students plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools. 244
Suggested Titles for New York Science State Standard 1.7.4.

1.7.5. Students discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better. 311
Suggested Titles for New York Science State Standard 1.7.5.

NY.2. Information Systems: Students will access, generate, process, and transfer information using appropriate technologies.

2.1. Information Systems: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1. Students use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound. 237
Suggested Titles for New York Science State Standard 2.1.1.

2.1.2. Students telecommunicate a message to a distant location with teacher help. 118
Suggested Titles for New York Science State Standard 2.1.2.

2.1.3. Students access needed information from printed media, electronic databases, and community resources. 53
Suggested Titles for New York Science State Standard 2.1.3.

2.2. Information Systems: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

2.2.1. Students describe the uses of information systems in homes, schools, and businesses. 117
Suggested Titles for New York Science State Standard 2.2.1.

2.2.2. Students understand that computers are used to store personal information. 81
Suggested Titles for New York Science State Standard 2.2.2.

2.2.3. Students demonstrate ability to evaluate information. 268
Suggested Titles for New York Science State Standard 2.2.3.

2.3. Information Systems: Information technology can have positive and negative impacts on society, depending upon how it is used.

2.3.1. Students describe the uses of information systems in homes and schools. 100
Suggested Titles for New York Science State Standard 2.3.1.

2.3.2. Students demonstrate ability to evaluate information critically. 268
Suggested Titles for New York Science State Standard 2.3.2.

NY.4. The Physical Setting: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

4.1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.

4.1.1. Students describe patterns of daily, monthly, and seasonal changes in their environment. 124
Suggested Titles for New York Science State Standard 4.1.1.

4.2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

4.2.1. Students describe the relationships among air, water, and land on Earth. 115
Suggested Titles for New York Science State Standard 4.2.1.

4.3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

4.3.1. Students observe and describe properties of materials using appropriate tools. 91
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students describe chemical and physical changes, including changes in states of matter. 232
Suggested Titles for New York Science State Standard 4.3.2.

4.4. Energy exists in many forms, and when these forms change energy is conserved.

4.4.1. Students describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy. 28
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy). 49
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Energy and matter interact through forces that result in changes in motion.

4.5.1. Students describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces. 17
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe how forces can operate across distances. 17
Suggested Titles for New York Science State Standard 4.5.2.

NY.4. The Living Environment: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

4.1. Living things are both similar to and different from each other and nonliving things.

4.1.1. Students describe the characteristics of and variations between living and nonliving things. 213
Suggested Titles for New York Science State Standard 4.1.1.

4.1.2. Students describe the life processes common to all living things. 142
Suggested Titles for New York Science State Standard 4.1.2.

4.2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

4.2.1. Students recognize that traits of living things are both inherited and acquired or learned. 211
Suggested Titles for New York Science State Standard 4.2.1.

4.2.2. Students recognize that for humans and other living things there is genetic continuity between generations. 248
Suggested Titles for New York Science State Standard 4.2.2.

4.3. Individual organisms and species change over time.

4.3.1. Students describe how the structures of plants and animals complement the environment of the plant or animal. 122
Suggested Titles for New York Science State Standard 4.3.1.

4.3.2. Students observe that differences within a species may give individuals an advantage in surviving and reproducing. 36
Suggested Titles for New York Science State Standard 4.3.2.

4.4. The continuity of life is sustained through reproduction and development.

4.4.1. Students describe the major stages in the life cycles of selected plants and animals. 137
Suggested Titles for New York Science State Standard 4.4.1.

4.4.2. Students describe evidence of growth, repair, and maintenance, such as nails, hair, and bone, and the healing of cuts and bruises. 51
Suggested Titles for New York Science State Standard 4.4.2.

4.5. Organisms maintain a dynamic equilibrium that sustains life.

4.5.1. Students describe basic life functions of common living specimens (guppy, mealworm, gerbil). 133
Suggested Titles for New York Science State Standard 4.5.1.

4.5.2. Students describe some survival behaviors of common living specimens. 92
Suggested Titles for New York Science State Standard 4.5.2.

4.5.3. Students describe the factors that help promote good health and growth in humans. 26
Suggested Titles for New York Science State Standard 4.5.3.

4.6. Plants and animals depend on each other and their physical environment.

4.6.1. Students describe how plants and animals, including humans, depend upon each other and the nonliving environment. 153
Suggested Titles for New York Science State Standard 4.6.1.

4.6.2. Students describe the relationship of the sun as an energy source for living and nonliving cycles. 122
Suggested Titles for New York Science State Standard 4.6.2.

4.7. Human decisions and activities have had a profound impact on the physical and living environment.

4.7.1. Students identify ways in which humans have changed their environment and the effects of those changes. 79
Suggested Titles for New York Science State Standard 4.7.1.

NY.6. Interconnectedness: Common Themes: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

6.1. Systems Thinking: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

6.1.1. Students observe and describe interactions among components of simple systems. 309
Suggested Titles for New York Science State Standard 6.1.1.

6.1.2. Students identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings). 199
Suggested Titles for New York Science State Standard 6.1.2.

6.2. Models: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

6.2.1. Students analyze, construct, and operate models in order to discover attributes of the real thing. 244
Suggested Titles for New York Science State Standard 6.2.1.

6.2.2. Students discover that a model of something is different from the real thing but can be used to study the real thing. 51
Suggested Titles for New York Science State Standard 6.2.2.

6.2.3. Students use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world. 92
Suggested Titles for New York Science State Standard 6.2.3.

6.3. Magnitude and Scale: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

6.3.1. Students provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements. 141
Suggested Titles for New York Science State Standard 6.3.1.

6.3.2. Students identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior. 87
Suggested Titles for New York Science State Standard 6.3.2.

6.4. Equilibrium and Stability: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).

6.4.1. Students cite examples of systems in which some features stay the same while other features change. 353
Suggested Titles for New York Science State Standard 6.4.1.

6.4.2. Students distinguish between reasons for stability - from lack of changes to changes that counterbalance one another to changes within cycles. 353
Suggested Titles for New York Science State Standard 6.4.2.

6.5. Patterns of Change: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

6.5.1. Students use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data. 336
Suggested Titles for New York Science State Standard 6.5.1.

6.5.2. Students analyze data by making tables and graphs and looking for patterns of change. 189
Suggested Titles for New York Science State Standard 6.5.2.

6.6. Optimization: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.6.1. Students determine the criteria and constraints of a simple decision making problem. 53
Suggested Titles for New York Science State Standard 6.6.1.

6.6.2. Students use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem. 244
Suggested Titles for New York Science State Standard 6.6.2.

NY.7. Interdisciplinary Problem Solving: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

7.1. Connections: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.

7.1.1. Students analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action. 42
Suggested Titles for New York Science State Standard 7.1.1.

7.1.2. Students make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice. 102
Suggested Titles for New York Science State Standard 7.1.2.

7.1.3. Students design solutions to problems involving a familiar and real context, investigate related science concepts to inform the solution, and use mathematics to model, quantify, measure, and compute. 93
Suggested Titles for New York Science State Standard 7.1.3.

7.1.4. Students observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions. 285
Suggested Titles for New York Science State Standard 7.1.4.

7.2. Strategies: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

7.2.1. Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to: work effectively; gather and process information; generate and analyze ideas; observe common themes; realize ideas; and present results. 57
Suggested Titles for New York Science State Standard 7.2.1.