Processes and Skills of Science

It is expected that students will:

- use their senses to interpret observations

  • observe, record, and make sensory comparisons

  • provide comprehensive explanations based on observations made or facts learned (e.g., “The best shape for a boat is…”)

  • draw specific conclusions based on observations (e.g., water is being wasted — protect our water)

- infer the probable outcome of an event or behaviour based on observations

  • with teacher support, observe and accurately record a specific process (e.g., a plant developing from a seed)

  • predict several likely recurrences not yet observed in other, similar situations (e.g., after seeing how a plant develops from a seed, recognize that the same type of development can be expected from other, different plant seeds)

Life Science: Animal Growth and Changes

It is expected that students will:

- classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles

  • describe and illustrate in detail the appearance and behaviour of familiar animals

  • identify and compare similarities and differences between animals

  • compare and illustrate different types of animal life cycles

- describe some changes that affect animals (e.g., hibernation, migration, decline in population)

  • accurately list a group of animals that hibernate, migrate, or change coat to respond to the conditions encountered in the different seasons

  • identify the effects of a decline in a specific animal population (e.g., species extinction)

- describe how animals are important in the lives of Aboriginal peoples in BC

  • identify from historical sources how animals were part of the lives of Aboriginal peoples (e.g.., bear: fur for warmth during the winter; grease for cooking and personal care; bones for tools)

  • illustrate in detail how animals help to meet the needs of local Aboriginal peoples (e.g., seal oil and meat on the West Coast; eagle feathers in ceremonies)

- describe ways in which animals are important to other living things and the environment

  • make a comprehensive food web of items that can be obtained from a particular animal (e.g., leather, meat, milk)

  • identify things that are essential for the survival of an animal (e.g., water, food, shelter)

  • with teacher support, illustrate ways in which animals contribute to the environment (e.g., interdependence of food chains; nutrients for soil)

Physical Science: Properties of Matter

It is expected that students will:

- identify the properties of solids, liquids, and gases

  • observe and accurately list the properties of each state of matter (e.g., solid: stays the same shape, visible, you can feel it ; liquid: changes shape, fi lls and stays in the bottom of a container, may be visible or invisible; gas: changes shape, can escape from a container, generally invisible)

- investigate changes to the properties of matter when it is heated or cooled

  • conduct experiments on the properties of water (e.g., freezing, melting, evaporation)

  • observe and accurately record changes during experiments

  • describe in detail the results of their observations and investigations

  • interpret their observations and answer specific questions (e.g., Will cold water freeze faster than hot water?)

- investigate the interactions of liquids and solids

  • conduct experiments on the interactions of liquids and solids (e.g., sink, fl oat, or dissolve)

  • observe and accurately record changes during experiments

  • describe in detail the results of their observations and investigations

  • interpret their observations and answer specifi c questions (e.g., Will solids sink, fl oat, or dissolve in a liquid?)

Earth and Space Science: Air, Water, and Soil

It is expected that students will:

- describe physical properties of air, water, and soil

  • list the properties of air (e.g., expands or contracts; generally invisible) and water (e.g., changes state, shaped by container)

  • identify the main components of soil (e.g., sand, rocks, clay)

- distinguish ways in which air, water, and soil interact

  • illustrate and accurately label the parts of the water cycle

  • define and describe the processes of evaporation, condensation, and erosion

- explain why air, water, and soil are important for living things

  • with teacher support, create a micro environmental system, infer possible consequences of changes in that ecosystem

  • describe in detail how living things depend on air, water, and/or soil

Science Grade 2- Integrated Resource Package 2005


I have several reasons for choosing Grade 2 Science to be the focus of my assignments. The first being my own personal interest in science. Before becoming a teacher-librarian I taught grade 2 for a number of years. I particularly enjoyed teaching the science curriculum. I found that students loved to learn about their environment and were so excited to do hands-on activities. This science curriculum promises this with the study of animals, property of matter and air, water and soil. Since I have had quite a bit of experience with the science curriculum I feel that will be able to make good decisions based on which resources will be best suited for this grade level.

Last year was my first year as a teacher-librarian and also the first year that the school had a teacher-librarian. Some teachers jumped on board with the new vision of the library while others were more hesitant. One teacher that was very enthusiastic about working with me was the grade 2 teacher. She wanted some help with her animal unit. We weren’t able to fully develop a project together but I helped her with the initial stages of how to do a research project. She was happy with what we did last year and she has already expressed interest in working together again this year. Hopefully we will be able to go more in depth with this unit. The grade 2 teacher indicated that she would like to do the animal unit in the spring so this gives me enough time to find the necessary resources. This teacher was also one of the few teachers that took out many books from the library for different curriculum areas. I feel that she will benefit immediately from revamping this section of the library. I know that the news books purchased will not sit on the shelves for very long.

Last year when I pulled books for this teacher for the science curriculum, I noticed that many of the books were too difficult for the students. Despite having a large animal section, many of the books were quite dated and not very appealing to the students. The other sections of this curriculum, properties of matter and air, water and soil had very few books and even fewer at an appropriate reading level. It is always a challenge finding good French resources at an appropriate reading level. I’m also looking forward to finding interesting websites and perhaps short videos online for this curriculum area. Since many of the books tend to be too hard and many students are not able to read very well in grade 2, showing a video that is easy to understand with good information will help the students complete their projects. This teacher also mentioned that she'd like to incorporate more technology in her teaching. I think looking for science websites together is a good place to start.