BioEYES Standards Alignment
— 2nd Grade
Maryland State Science Curriculum
The Maryland state science curriculum is in the process of being phased out in favor of the Next Generation Science Standards (NGSS). NGSS is planned to be fully implemented statewide by the 2017-18 school year. Until then, the following standards may still be in effect. [Source]
Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.
- Constructing Knowledge
- Raise questions about the world around them and be willing to seek answers to some of them by making careful observations and trying things out.
- Describe what can be learned about things by just observing those things carefully and adding information by sometimes doing something to the things and noting what happens.
- Seek information through reading, observation, exploration, and investigations.
- Use tools such as thermometers, magnifiers, rulers, or balances to extend their sense and gather data.
- Suggest things that you could do to find answers to questions raised by observing objects and/or phenomena (events such as, water disappearing from the classroom aquarium or a pet’s water bowl).
- Use whole numbers and simple, everyday fractions in ordering, counting, identifying, measuring, and describing things and experiences.
- Applying Evidence and Reasoning
- People are more likely to believe your ideas if you can give good reasons for them.
- Develop reasonable explanations for observations made, investigations completed, and information gained by sharing ideas and listening to others’ ideas.
- Explain why it is important to make some fresh observations when people give different descriptions of the same thing.
- Communicating Scientific Information
- Ask "How do you know?" in appropriate situations and attempt reasonable answers when others ask them the same question.
- Describe things as accurately as possible and compare observations with those of others.
- Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
- Draw pictures that correctly portray at least some features of the thing being described and sequence events (seasons, seed growth).
- Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean.
- Recognize that everybody can do science and invent things and ideas.
- Design and make things with simple tools and a variety of materials.
- Recognize that tools are used to do things better or more easily and to do some things that could not otherwise be done at all.
- Examine a variety of physical models and describe what they teach about the real things they are meant to resemble.
- Explain that a model of something is different from the real thing but can be used to learn something about the real thing.
- Realize that one way to describe something is to say how it is like something else.
Standard 3.0 Life Science
The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.
- Explain that there are identifiable stages in the life cycles (growth, reproduction, and death) of plants and animals.
- Compare and describe the changes that occur in humans during their life cycle (birth, newborn, child, adolescent, adult, elder).
- Given pictures of stages in the life cycle of a plant or an animal, determine the sequence of the stages in the life cycle.
- Provide examples, using observations and information from readings that life cycles differ from species to species.
- Explain that organisms can grow and survive in many very different habitats.
- Explain that organisms live in habitats that provide their basic needs.