Science for Ohio: Academic Content Standards Alignment for Science--SECOND GRADE
www.environmentaleducationohio.org

Click here to view all Grade K-2 Benchmarks and Standards.

For a complete listing of Science for Ohio inquiries, click here.

Other Information

Note: Generally, a Science for Ohio inquiry is not included in in a grade level unless it has one or more of the Earth and Space, Life, or Physical science (content-oriented) strands. Indicator statements for these three strands are listed below under the heading Ohio Academic Standard.

Ohio Academic Standard:

• Explain that animals, including people, need air, water, food, living space and shelter; plants need air, water, nutrients (e.g., minerals), living space and light to survive.
• Identify that there are many distinct environments that support different kinds of organisms.
• Compare similarities and differences among individuals of the same kind of plants and animals, including people.
• Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy (e.g., energy used to play, ride bicycles, read, etc.).

Fall Slumbers

Ohio Academic Standard: Compare Ohio plants during the different seasons by describing changes in their appearance.

This inquiry has primary modifications that work well for grades 1-3 as written.

Ohio Academic Standard:

• Explain that animals, including people, need air, water, food, living space and shelter; plants need air, water, nutrients (e.g., minerals), living space and light to survive.
• Investigate the different structures of plants and animals that help them live in different environments (e.g., lungs, gills, leaves and roots).

Ohio Academic Standard:

• Observe and describe how the sun, moon and stars all appear to move slowly across the sky.
• Observe and describe how the moon appears a little different every day but looks nearly the same again about every four weeks.

Extension Suggestions:

• Use the Moonrise/Moonset chart (see the Related Resources section of this inquiry) identify when to observe the moon during the school day.
• Observe the moon throughout each hour of the school day, noticing the movement across the sky (east to west, same as the sun)
• Use a globe and tennis ball (or similar) to demonstrate the relationship between the Earth's counterclockwise rotation and the moon's movement across the sky

This inquiry is appropriate for second graders when implemented in the second half of the school year and with parent support at home.

Ohio Academic Standard: Observe and describe how the sun appears to move slowly across the sky.

Modify the original lesson as follows:

• Observe a shadow from an upright object (flagpole, telephone pole) throughout each hour of the schooldays, noticing the movement in relation to the sun's movement across the sky
• Use a globe and lamp to demonstrate the relationship between the Earth's counterclockwise rotation and the sun's movement across the sky

This inquiry, as written, is designed for older students, but can be modified as described after reviewing the original lesson.

Ohio Academic Standard: Compare similarities and differences among individuals of the same kind of plants.

Modify the original lesson as follows:

Day 1

• Conduct the Dichotomous People Sort according to the directions provided.

Day 2

• Collect an assortment of seeds prior to class and/or during a student hike around your school. Place four or more of the same kind of seed in a baggie for each group
• Model a whole-class sorting activity to describe this variety of seeds according to their attributes (e.g., size, color, and shape). Explain to students that attributes must be lasting and observable. (See the Dichotomous Seed Sort Sample Data Sheet for example attributes.)
• Distribute one baggie to each group of students. Challenge them to choose a seed from their bag and identify it using attributes. They may wish to draw, measure, and or write down information about their seed. Then have all students return seeds to bags. Have a teammate try to identify a table mate's seed using the information provided by that student.
• Involve parents by having them sort a collection of seeds with their child at home.

This inquiry, as written, is designed for older students, but can be modified after reviewing the original lesson.

Ohio Academic Standard:

• There are many distinct environments that support different kinds of organisms.
• Explain that food is a basic need of plants and animals and is important because it is a source of energy.
• Compare that habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other.

Modify the original lesson as follows:

• Read a wetlands book (see the Related Resources section of this inquiry for ideas)
• Discuss the concept of food chain
• Introduce the Online Wetland Ecosystem. Point out that this is an environment that has organisms (plants, animals, etc.) that are special to this environment and depend on one another for energy. Note: You may wish to print color copies of the Wetland Ecosystem in lieu of using it online.
• Allow time for students to study the Wetland Ecosystem, then challenge them to locate organisms using the coordinate grid.
• Discuss possible predators and prey in the food chain for each organism

This inquiry, as written, is designed for older students, but can be modified as described after reviewing the original lesson.

Ohio Academic Standard:

• Explain that animals, including people, need air, water, food, living space and shelter; plants need air, water, nutrients (e.g., minerals), living space and light to survive.
• Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy (e.g., energy used to play, ride bicycles, read, etc.).

Modify the original lesson as follows:

Day 1

• Use the sorting activity at the beginning of the lesson to introduce the concepts of living and nonliving
• Discuss the needs of plants according to the Ohio Academic Standards (see Life Science standard #1). The acronym LAWNS (Light, Air, Water Nutrients, Space) will help students to remember these needs.
• Take students on a hike to identify how five plants (outdoor and indoor) get their needs met

Day 2

• Discuss the needs of animals according to the Ohio Academic Standards (see Life Science standard #1). The acronym SWAFS (Shelter, Water, Air, Food, Space) will help students to remember these needs.
• Take students on a hike to identify how five animals (outdoor and indoor) get their needs met

This inquiry, as written, is designed for older students, but can be modified as described after reviewing the original lesson.