Second Grade

High Priority Standards (Missouri Learning Standards, National, CREDE, etc.)

Missouri Learning Goal 2.LS2.A.2

Learning Goa
Students can develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Proficiency Scale
4: Student demonstrates advanced application and understanding of interdependent relationships in ecosystems.

3: Student demonstrates mastery with the learning goal as evidenced by:

• developing a simple model that includes:
  • relevant structures of the animal.
  • relevant structures of the plant.
  • pollen or seeds from plants.
• describing the relationships between components, including evidence that the developed model mimics how plant and animal structures interact to move pollen or disperse seeds.

2: Student demonstrates he/she is nearing proficiency by:

• developing a simple model with guidance and support that includes:
  • relevant structures of the animal.
  • relevant structures of the plant.
  • pollen or seeds from plants.
• identifying the relevant components of their model, including those components that mimic the natural structure of an animal that helps it disperse seeds or mimic the natural structure of an animal that helps it pollinate plants.

1: Student demonstrates limited understanding of interdependent relationships in ecosystems.

Learning Targets - Ecosystems Unit

Science and Engineering Practices

• Develop a simple model based on evidence to represent a proposed object or tool. 
• Develop a simple model to explain the phenomenon of pollination and dispersal of seeds. 

Disciplinary Core Ideas

• Plants depend on animals for pollination or to move their seeds around. 
• Understand the importance of animals in their specialized role of pollination or seed dispersal. 
• Identify that animals have different structures that perform specific functions for dispersing seeds or pollinating plants (e.g., chipmunk’s cheeks for carrying seeds; a hummingbird’s long beak for drinking nectar; animal fur for seeds to cling to).

Cross Cutting Concept
The shape and stability of structures of natural and designed objects are related to their function(s).

High Priority Standards (Missouri Learning Standards, National, CREDE, etc.)

Missouri Learning Goal 2.LS2.A.1

Learning GoalStudents can plan and conduct an investigation to determine if plants need sunlight and water to grow.

Proficiency Scale
4: Student demonstrates advanced application and understanding of interdependent relationships in ecosystems.

3: Student demonstrates mastery with the learning goal as evidenced by:

• developing an investigation plan that includes:
  • the plants to be used.
  • the source of light.
  • how plants will be kept with/without light in both the light/dark test and the water/no water test.
  • the amount of water plants will be given in both the light/dark test and the water/no water test.
  • how plant growth will be determined.
• describing how the plan will allow them to answer the question about whether plants need sunlight and water to grow.
• collecting and recording accurate data on the effects of plant growth.

2: Student demonstrates he/she is nearing proficiency by:

• describing the evidence to be collected during the investigation, including:
  • plant growth with both light and water.
  • plant growth without light but with water.
  • plant growth without water but with light.
  • plant growth without water and without light.
• collecting and recording data with guidance and support on the effects of plant growth.

1: Student demonstrates limited understanding of interdependent relationships in ecosystems.

Learning Targets - Ecosystems Unit

Science and Engineering Practices

• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. 
• Determine the types of materials needed for the investigation. 
• Guide students to determine the parameters for growing conditions.
  • How much water?
  • Where do we put the plants?
  • What is the source of light?
  • What type of seed/plant?
• Collaboratively develop an investigation plan.

Disciplinary Core Ideas

• Identify basic plant needs. 
• Plants depend on water and light to grow.

Cross Cutting Concept
Events have causes that generate observable patterns.

High Priority Standards (Missouri Learning Standards, National, CREDE, etc.)

Missouri Learning Goal 2.ESS2.B.1

Learning GoalStudents can develop a model to represent the shapes and kinds of land and bodies of water in an area.

Proficiency Scale
4: Student demonstrates advanced application and understanding of Earth’s systems and processes that shape the Earth.

3: Student demonstrates mastery with the learning goal as evidenced by:

• developing a model that represents both land and bodies of water in an area.
• identifying and describing the relationships between the specific shapes and kinds of land and specific bodies of water.
• describing patterns of water and land in a given area.

2: Student demonstrates he/she is nearing proficiency by:

• developing a model with guidance and support that represents both land and bodies of water in an area.
• describing the land and water in an area.

1: Student demonstrates limited understanding of Earth’s systems and processes that shape the Earth.

Learning Targets - Shaping the Earth Unit

Science and Engineering Practices

• Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. 
• Distinguish between a model and the actual object, process, and/or events the model represents. 
• Develop a model to represent patterns in the natural world.

Disciplinary Core Ideas
Maps show where things are located. One can map the shapes and kinds of land and water in any area.

Cross Cutting Concept
Patterns in the natural world can be observed.

High Priority Standards (Missouri Learning Standards, National, CREDE, etc.)

Missouri Learning Goal 2.ESS1.C.1

Learning GoalStudents can use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Proficiency Scale
4: Student demonstrates advanced application and understanding of Earth’s systems and processes that shape the Earth.

3: Student demonstrates mastery with the learning goal as evidenced by:

• making observations using at least 3 or more sources.
• connecting the evidence and describing their reasoning that in some cases, Earth events and the resulting changes can be directly observed; therefore, those events must occur rapidly.
• connecting the evidence and describing their reasoning that in other cases, the resulting changes of Earth events can be observed only after a long period of time; therefore, these Earth events occur slowly, and changes happen over a time period that is much longer than one can observe.

2: Student demonstrates he/she is nearing proficiency by:

• making observations using 1-2 sources.
• describing evidence from observations that:
  • some Earth events occur quickly.
  • some Earth events occur slowly.
  • some results of Earth events that occur quickly and some slowly.

1: Student demonstrates limited understanding of Earth’s systems and processes that shape the Earth.

Learning Targets - Shaping the Earth Unit

Science and Engineering Practices

• Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. 
• Make observations from several sources to construct an evidence-based account for natural phenomena.

Disciplinary Core Ideas
Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.

Cross Cutting Concept
Things may change slowly or rapidly.

High Priority Standards (Missouri Learning Standards, National, CREDE, etc.)

Missouri Learning Goal 2.ESS2.A.1

Learning GoalStudents can compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

Proficiency Scale
4: Student demonstrates advanced application and understanding of Earth’s systems and processes that shape the Earth.

3: Student demonstrates mastery with the learning goal as evidenced by:

• describing two or more solutions in terms of how they slow or prevent wind or water from changing the shape of the land.
• evaluating features in the solution that would slow or prevent wind or water from washing away sand or soil.
• using their evaluation and comparing the given solution to each other.

2: Student demonstrates he/she is nearing proficiency by:

• describing one solution in terms of how it slows or prevents wind or water from changing the shape of the land.
• describing features in the solution that would slow or prevent wind or water from washing away sand or soil.
• describing features in the solution that would address problems created by slow and rapid changes in the environment.

1: Student demonstrates limited understanding of Earth’s systems and processes that shape the Earth.

Learning Targets - Shaping the Earth Unit

Science and Engineering Practices

• Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. 
• Compare multiple solutions to a problem.

Disciplinary Core Ideas
Wind and water can change the shape of the land. 

Cross Cutting Concept

• Things may change slowly or rapidly. 
• Developing and using technology have impacts on the natural world. 
• Connections to Nature of Science. 
• Scientists study the natural and material world.

High Priority Standards (Missouri Learning Standards, National, CREDE, etc.)

Missouri Learning Goal 2.ESS2.C.1

Learning GoalStudents can obtain information to identify where water is found on Earth and that it can be solid or liquid.

Proficiency Scale
4: Student demonstrates advanced application and understanding of Earth’s systems and processes that shape the Earth.

3: Student demonstrates mastery with the learning goal as evidenced by:

• using books and other reliable media to identify patterns of where water is found, and what form it is in.

2: Student demonstrates he/she is nearing proficiency by:

• using books and other reliable media to identify where water is found on Earth, including oceans, rivers, lakes, ponds, and glaciers.
• using books and other reliable media to describe that water can be found on Earth as liquid water or solid ice.

1: Student demonstrates limited understanding of Earth’s systems and processes that shape the Earth.

Learning Targets - Shaping the Earth Unit

Science and Engineering Practices

• Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. 
• Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question.

Disciplinary Core Ideas
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.

Cross Cutting Concept
Patterns in the natural world can be observed.

High Priority Standards (Missouri Learning Standards, National, CREDE, etc.)

Missouri Learning Goal 2.PS1.A.1

Learning GoalStudents can plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Proficiency Scale
4: Student demonstrates advanced application and understanding of structure and properties of matter.

3: Student demonstrates mastery with the learning goal as evidenced by:

• developing an investigation plan and describing the properties of matter of the materials that would allow for classification and the temperature at which those properties are observed.
• describing how the properties will be classified by their observable similarities (pattern of the properties) and the method for classifying them.
• collecting and recording data on the properties of the materials.

2: Student demonstrates he/she is nearing proficiency by:

• describing which materials will be classified.
• describing which materials will be observed at different temperatures, and how those temperatures will be determined.
• collecting and recording data with guidance and support on the properties of the materials.

1: Student demonstrates limited understanding of structure and properties of matter.

Learning Targets - Matter Unit

Science and Engineering Practices

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

Disciplinary Core Ideas

• Classify different kinds of materials by their observable properties 
• Different properties are suited to different purposes. 
• Which materials will be observed at different temperatures, and how those temperatures will be determined (e.g., using ice to cool and a lamp to warm) and measured (e.g., qualitatively or quantitatively).

Cross Cutting Concept

• To describe and classify 
• Patterns in the natural and human designed world can be observed

High Priority Standards (Missouri Learning Standards, National, CREDE, etc.)

Missouri Learning Goal 2.PS1.A.2

Learning GoalStudents can analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

Proficiency Scale
4: Student demonstrates advanced application and understanding of structure and properties of matter.

3: Student demonstrates mastery with the learning goal as evidenced by:

• describing relationships between properties of materials and some potential uses.
• using organized data to support or refute their ideas about which properties of materials allow the object or tool to be best suited for the given intended purpose relative to the other given objects/tools.

2: Student demonstrates he/she is nearing proficiency by:

• using the given data from tests of different materials to organize those materials by their properties.
• describing relationships between materials and their properties.

1: Student demonstrates limited understanding of structure and properties of matter.

Learning Targets - Matter Unit

Science and Engineering Practices
Analyze data from tests of an object or tool to determine if it works as intended.

Disciplinary Core Ideas
Different properties are suited to different purposes.

Cross Cutting Concept
Simple tests can be designed to gather evidence to support or refute student ideas about causes.

High Priority Standards (Missouri Learning Standards, National, CREDE, etc.)

Missouri Learning Goal 3.PS1.B.1

Learning GoalStudents can construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Proficiency Scale
4: Student demonstrates advanced application and understanding of structure and properties of matter.

3: Student demonstrates mastery with the learning goal as evidenced by:

• evaluating whether changes in a material after heating or cooling are reversible or non-reversible.
• providing evidence to support their claim about reversible and non-reversible changes.

2: Student demonstrates he/she is nearing proficiency by:

• describing the characteristics of the material before and after heating or cooling.
• describing the difference between a reversible and non-reversible change.

1: Student demonstrates limited understanding of structure and properties of matter.

Learning Targets - Matter Unit

Science and Engineering Practices

• Engaging in argument from evidence in grades 3–5 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed worlds.
• Construct an argument with evidence to support a claim.

Disciplinary Core Ideas
Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.

Cross Cutting Concept
Cause and effect relationships are routinely identified, tested, and used to explain change.