What science will students learn this year?

Students explore how everyday materials behave, how plants and animals live and grow, and how Earth's land and water change over time. They sort solids and liquids by what they look and feel like, watch plants grow under different conditions, and study maps of land and water.

How can families help with science at home?

Hand a child a few objects from around the house and ask which are hard, soft, bendy, or soaking. A 10-minute sorting game at the kitchen table builds the same thinking students use in class. Cooking, freezing water, and watering a plant all count.

What does a strong end-of-year student look like?

By spring, students can describe an object by its properties, explain why ice melts but a burned piece of toast cannot go back, and point out land and water on a simple map. They can also plan a fair test by changing one thing at a time.

How should the year be sequenced?

Many teachers start with properties of matter because it gives students the vocabulary they reuse all year. Plants and animals fit well in the middle when seeds and weather cooperate. Earth's surface and slow or fast changes round out the spring.

What is the easiest way to practice fair tests at home?

Grow two bean seeds in cups. Give them the same soil and water but put one near a sunny window and one in a closet. Checking them each day shows students how changing one thing at a time leads to a clear answer.

Which ideas usually need the most reteaching?

Reversible and irreversible changes trip students up, especially the difference between melting and burning. Fair tests also need repeated practice, since students want to change several things at once. Build in short revisits across the year rather than one long unit.

My child says some changes cannot be undone. What does that mean?

Some changes can be reversed, like water freezing into ice and melting back. Others cannot, like an egg cooking or paper burning. Talking through everyday examples while cooking or doing laundry helps the idea stick.

How much of this year should be hands-on?

Most of it. Students at this age learn properties, plant growth, and Earth's surface best by touching, sorting, and watching. Short investigations two or three times a week beat long readings, with a science notebook to capture what students notice.

What does a student learn in ?

This is the year science turns into hands-on testing, where students stop just naming things and start asking what happens if. Students sort materials by how they look and feel, then pick the right one for a job based on strength, bendiness, or how well it soaks up water. They grow plants by changing one thing at a time and watch how land and water shape the Earth, sometimes slowly and sometimes in a rush. By spring, students can run a simple experiment, record what they see, and explain whether a change like melting ice can be undone.

Solids and liquids
Plant experiments
Land and water
Erosion
Habitats
Building and rebuilding

Source: Alabama Alabama Course of Study

Year at a glance

How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.

1
Sorting and testing materials
Students look closely at solids and liquids and group them by what they notice: color, texture, how stretchy or hard they are. They test which materials work best for a job, like which fabric soaks up a spill.
2
Building, taking apart, rebuilding
Students see that a small pile of pieces can become many different things. They build a structure, take it apart, and use the same pieces to make something new.
3
Heating, cooling, and change
Students watch what happens when things get warmer or colder. Some changes can be undone, like water freezing and melting. Others cannot, like a cookie once it bakes.
4
Plants, animals, and habitats
Students grow plants and change one thing at a time, like sunlight or water, to see what helps them grow. They also learn how animals move seeds and pollen, and that different living things live in different places on land and in water.
5
Land, water, and Earth's shapes
Students use maps and models to see the shapes of mountains, rivers, lakes, and oceans. They find where water sits on Earth and notice when it is frozen and when it flows.
6
Slow and fast Earth changes
Students compare changes that take a long time, like a riverbank wearing away, with changes that happen fast, like an earthquake or volcano. They then test ideas for slowing wind or water from washing soil away.

Mastery Learning Standards

The required skills a student should display by the end of Grade 2.

Matter and Its Interactions

Plan and carry out investigations to compare, contrast

2.1

Students sort and compare everyday materials like wood, water, and cloth by looking at their color and feel. They run simple investigations to figure out what makes each material different from the rest.
Conduct investigations to determine suitable uses of natural and manufactured…

2.2

Students test everyday materials like wood, cloth, and plastic to figure out which ones work best for a given job, based on how strong, flexible, hard, or absorbent each material is.
Demonstrate and explain how structures made from a small set of pieces can be…

2.3

Students take apart a simple built structure and use the same pieces to build something new. The materials don't change; only the shape does.
Provide evidence that some changes in matter caused by heating or cooling can…

2.4

Heating and cooling can change what something looks like or feels like. Students sort examples into two groups: changes that can be undone (like melting ice) and changes that cannot (like burning wood).

Standard	Definition	Code
Plan and carry out investigations to compare, contrast	Students sort and compare everyday materials like wood, water, and cloth by looking at their color and feel. They run simple investigations to figure out what makes each material different from the rest.	2.1
Conduct investigations to determine suitable uses of natural and manufactured…	Students test everyday materials like wood, cloth, and plastic to figure out which ones work best for a given job, based on how strong, flexible, hard, or absorbent each material is.	2.2
Demonstrate and explain how structures made from a small set of pieces can be…	Students take apart a simple built structure and use the same pieces to build something new. The materials don't change; only the shape does.	2.3
Provide evidence that some changes in matter caused by heating or cooling can…	Heating and cooling can change what something looks like or feels like. Students sort examples into two groups: changes that can be undone (like melting ice) and changes that cannot (like burning wood).	2.4

Matter and Its Interactions

Plan and carry out investigations to compare, contrast

2.1

Students sort and compare everyday materials like wood, water, and cloth by looking at their color and feel. They run simple investigations to figure out what makes each material different from the rest.
Conduct investigations to determine suitable uses of natural and manufactured…

2.2

Students test everyday materials like wood, cloth, and plastic to figure out which ones work best for a given job, based on how strong, flexible, hard, or absorbent each material is.
Demonstrate and explain how structures made from a small set of pieces can be…

2.3

Students take apart a simple built structure and use the same pieces to build something new. The materials don't change; only the shape does.
Provide evidence that some changes in matter caused by heating or cooling can…

2.4

Heating and cooling can change what something looks like or feels like. Students sort examples into two groups: changes that can be undone (like melting ice) and changes that cannot (like burning wood).

Standard	Definition	Code
Plan and carry out investigations to compare, contrast	Students sort and compare everyday materials like wood, water, and cloth by looking at their color and feel. They run simple investigations to figure out what makes each material different from the rest.	2.1
Conduct investigations to determine suitable uses of natural and manufactured…	Students test everyday materials like wood, cloth, and plastic to figure out which ones work best for a given job, based on how strong, flexible, hard, or absorbent each material is.	2.2
Demonstrate and explain how structures made from a small set of pieces can be…	Students take apart a simple built structure and use the same pieces to build something new. The materials don't change; only the shape does.	2.3
Provide evidence that some changes in matter caused by heating or cooling can…	Heating and cooling can change what something looks like or feels like. Students sort examples into two groups: changes that can be undone (like melting ice) and changes that cannot (like burning wood).	2.4

Ecosystems: Interactions, Energy, and Dynamics

Plan and carry out an investigation, using one variable at a time, to determine…

2.5

Students change one thing at a time (like water, light, or soil) and watch how each change affects how a plant grows. They plan the test, run it, and record what they find.
Design and construct models to simulate how animals disperse seeds or pollinate…

2.6

Students build a model that shows how an animal, like a bee or a squirrel, moves seeds or pollen from one plant to another. The model can be simple, but it has to show the animal doing the job.
Obtain information to explain that there are many different kinds of living…

2.7

Students learn that plants and animals of many kinds live in specific places, like forests, ponds, or oceans, and that each habitat supports the living things found there.

Standard	Definition	Code
Plan and carry out an investigation, using one variable at a time, to determine…	Students change one thing at a time (like water, light, or soil) and watch how each change affects how a plant grows. They plan the test, run it, and record what they find.	2.5
Design and construct models to simulate how animals disperse seeds or pollinate…	Students build a model that shows how an animal, like a bee or a squirrel, moves seeds or pollen from one plant to another. The model can be simple, but it has to show the animal doing the job.	2.6
Obtain information to explain that there are many different kinds of living…	Students learn that plants and animals of many kinds live in specific places, like forests, ponds, or oceans, and that each habitat supports the living things found there.	2.7

Ecosystems: Interactions, Energy, and Dynamics

Plan and carry out an investigation, using one variable at a time, to determine…

2.5

Students change one thing at a time (like water, light, or soil) and watch how each change affects how a plant grows. They plan the test, run it, and record what they find.
Design and construct models to simulate how animals disperse seeds or pollinate…

2.6

Students build a model that shows how an animal, like a bee or a squirrel, moves seeds or pollen from one plant to another. The model can be simple, but it has to show the animal doing the job.
Obtain information to explain that there are many different kinds of living…

2.7

Students learn that plants and animals of many kinds live in specific places, like forests, ponds, or oceans, and that each habitat supports the living things found there.

Standard	Definition	Code
Plan and carry out an investigation, using one variable at a time, to determine…	Students change one thing at a time (like water, light, or soil) and watch how each change affects how a plant grows. They plan the test, run it, and record what they find.	2.5
Design and construct models to simulate how animals disperse seeds or pollinate…	Students build a model that shows how an animal, like a bee or a squirrel, moves seeds or pollen from one plant to another. The model can be simple, but it has to show the animal doing the job.	2.6
Obtain information to explain that there are many different kinds of living…	Students learn that plants and animals of many kinds live in specific places, like forests, ponds, or oceans, and that each habitat supports the living things found there.	2.7

Earth’s Systems

Use models to distinguish between the shapes and kinds of land and water on…

2.8

Students learn to tell apart landforms like mountains and valleys from bodies of water like oceans and lakes. They use maps, diagrams, or physical models to see how land and water are arranged across Earth.
Obtain information to identify where water is found on Earth and determine…

2.9

Students find out where water exists on Earth, from oceans and rivers to snow and ice, and learn to tell the difference between water as a liquid and water as a solid.
Use a variety of sources to provide evidence that Earth’s events can occur…

2.10

Students look at photos, books, and data to find examples of Earth changing fast (like an earthquake) or slowly (like a glacier melting over many years).
Evaluate multiple solutions designed to slow or prevent wind or water from…

2.11

Students compare different ways people try to protect land from wind and water erosion, such as planting trees or building barriers, and decide which solutions work best.

Standard	Definition	Code
Use models to distinguish between the shapes and kinds of land and water on…	Students learn to tell apart landforms like mountains and valleys from bodies of water like oceans and lakes. They use maps, diagrams, or physical models to see how land and water are arranged across Earth.	2.8
Obtain information to identify where water is found on Earth and determine…	Students find out where water exists on Earth, from oceans and rivers to snow and ice, and learn to tell the difference between water as a liquid and water as a solid.	2.9
Use a variety of sources to provide evidence that Earth’s events can occur…	Students look at photos, books, and data to find examples of Earth changing fast (like an earthquake) or slowly (like a glacier melting over many years).	2.10
Evaluate multiple solutions designed to slow or prevent wind or water from…	Students compare different ways people try to protect land from wind and water erosion, such as planting trees or building barriers, and decide which solutions work best.	2.11

Earth’s Systems

Use models to distinguish between the shapes and kinds of land and water on…

2.8

Students learn to tell apart landforms like mountains and valleys from bodies of water like oceans and lakes. They use maps, diagrams, or physical models to see how land and water are arranged across Earth.
Obtain information to identify where water is found on Earth and determine…

2.9

Students find out where water exists on Earth, from oceans and rivers to snow and ice, and learn to tell the difference between water as a liquid and water as a solid.
Use a variety of sources to provide evidence that Earth’s events can occur…

2.10

Students look at photos, books, and data to find examples of Earth changing fast (like an earthquake) or slowly (like a glacier melting over many years).
Evaluate multiple solutions designed to slow or prevent wind or water from…

2.11

Students compare different ways people try to protect land from wind and water erosion, such as planting trees or building barriers, and decide which solutions work best.

Standard	Definition	Code
Use models to distinguish between the shapes and kinds of land and water on…	Students learn to tell apart landforms like mountains and valleys from bodies of water like oceans and lakes. They use maps, diagrams, or physical models to see how land and water are arranged across Earth.	2.8
Obtain information to identify where water is found on Earth and determine…	Students find out where water exists on Earth, from oceans and rivers to snow and ice, and learn to tell the difference between water as a liquid and water as a solid.	2.9
Use a variety of sources to provide evidence that Earth’s events can occur…	Students look at photos, books, and data to find examples of Earth changing fast (like an earthquake) or slowly (like a glacier melting over many years).	2.10
Evaluate multiple solutions designed to slow or prevent wind or water from…	Students compare different ways people try to protect land from wind and water erosion, such as planting trees or building barriers, and decide which solutions work best.	2.11

Common Questions

What science will students learn this year?
Students explore how everyday materials behave, how plants and animals live and grow, and how Earth's land and water change over time. They sort solids and liquids by what they look and feel like, watch plants grow under different conditions, and study maps of land and water.
How can families help with science at home?
Hand a child a few objects from around the house and ask which are hard, soft, bendy, or soaking. A 10-minute sorting game at the kitchen table builds the same thinking students use in class. Cooking, freezing water, and watering a plant all count.
What does a strong end-of-year student look like?
By spring, students can describe an object by its properties, explain why ice melts but a burned piece of toast cannot go back, and point out land and water on a simple map. They can also plan a fair test by changing one thing at a time.
How should the year be sequenced?
Many teachers start with properties of matter because it gives students the vocabulary they reuse all year. Plants and animals fit well in the middle when seeds and weather cooperate. Earth's surface and slow or fast changes round out the spring.
What is the easiest way to practice fair tests at home?
Grow two bean seeds in cups. Give them the same soil and water but put one near a sunny window and one in a closet. Checking them each day shows students how changing one thing at a time leads to a clear answer.
Which ideas usually need the most reteaching?
Reversible and irreversible changes trip students up, especially the difference between melting and burning. Fair tests also need repeated practice, since students want to change several things at once. Build in short revisits across the year rather than one long unit.
My child says some changes cannot be undone. What does that mean?
Some changes can be reversed, like water freezing into ice and melting back. Others cannot, like an egg cooking or paper burning. Talking through everyday examples while cooking or doing laundry helps the idea stick.
How much of this year should be hands-on?
Most of it. Students at this age learn properties, plant growth, and Earth's surface best by touching, sorting, and watching. Short investigations two or three times a week beat long readings, with a science notebook to capture what students notice.