2

The practices of science and technological design support students in acquiring a better SCIENTIFIC INQUIRY DESIGN PROCESS
Science understanding of how scientific knowledge is produced and how solutions to practical problems
are designed. Students engaging in scientific inquiry and design activities simultaneously use Asking Questions and Making Predictions Identifying and Defining Practical Problems
PRACTICES knowledge, skills, and attitudes, which deepens their understanding of concepts and provides Planning and Carrying Out Investigations Researching, Planning, and Choosing a Solution

R A D E CLUSTER 0 exposure to the many approaches that are used in science and technology. Analyzing and Interpreting Data Constructing and Testing the Model or Prototype
G
NCE
These practices are outlined in detail in Kindergarten to Grade 4 Science: Manitoba Curriculum Obtaining, Evaluating, and Communicating Evaluating and Optimizing the Solution
OUTCOMES
SCaIEglance
Framework of Outcomes. Information

at

This Grade 2 Science at

a Glance can be used in
GROWTH AND PROPERTIES OF AIR AND
designing, planning, and CHANGES IN SOLIDS, LIQUIDS, POSITION AND WATER IN THE
assessing student learning
for the year. It can be
ANIMALS AND GASES MOTION ENVIRONMENT
used as a planning tool to
preview the content of the Needs of animals to grow and States of matter The position of objects Air and its effects on us and the
Grade 2 Science curriculum. develop 01 02 03 04 05 11 12 13 01 02 03 04 05 environment
It is organized by clusters 01 04 12 15 16 01 02 03 04 05 08
and sorts learning Changes of state Effects of pushes or pulls on the
outcomes into big ideas. Plants or other animals as a position or motion of an object Importance of water and the
The clusters are the
01 14 15
source of food 01 03 06 07 08 water cycle
context in which students
01 04 05 06 07 Properties of matter 01 06 07 08
develop knowledge
01 06 07 08 09 10 16 17 Technologies used to change the
and understanding of
Characteristics, growth, and position of objects Importance of clean air and water
important ideas in science
changes in animals 18 19
while actively engaging 01 09 10 11 12 13 14 01 09 10 11 13
in science and technology 01 02 03 08 09 10 11 12
Impacts of humans on the quality
practices, deepening their 14 15 of air and water
understanding of concepts
as they experience how Importance of reproduction 01 12 13 14
science is actually done.
01 08 13
This document can be used
with the Grade 2 Science
Curriculum Overview
to plan clear and concise
expectations for student
learning. It can also be
used to connect learning
by making links to other
subject areas.
 GRADE
2 SCIENCE Curriculum Overview
Cluster 1 Cluster 2 Cluster 3 Cluster 4
GROWTH AND PROPERTIES OF SOLIDS, POSITION AND AIR AND WATER IN
CHANGES IN ANIMALS LIQUIDS, AND GASES MOTION THE ENVIRONMENT
KNOWLEDGE AND UNDERSTANDING

Animals, including humans, are living things and, like all living Matter can exist in different states (solid, liquid, or gas), each state The position of an object can be described using a variety of reference Air is a major part of the environment; it can move and affect us and
things, they have certain needs so they can stay alive, grow, and having specific properties. points. the environment.
develop. 01 02 03 04 05 11 12 13 01 02 03 04 05 01 02 03 04 05 08
01 04 12 15 16 Matter can change from one state to another (e.g., by melting, The position or motion of an object can be changed by a push or a Water is a major part of our environment and can change states as
Animals, including humans, obtain food, which is essential for freezing, boiling) by heating or cooling. pull, and the size of the change depends on the strength of the push part of the water cycle.
growth and development, from plants or other animals. 01 14 15 or pull. 01 06 07 08
01 04 05 06 07 Different types of solids, liquids, and gases can be described and 01 03 06 07 08 Clean air and water are necessary for humans, plants, and animals to
Animals, including humans, grow, change, have specific classified by their observable properties and interactions with other Certain technologies can facilitate the motion of objects (e.g., survive.
characteristics and behaviours, and have offspring similar to solids, liquids, and gases (e.g., absorption of water, floatability, ability inclined planes, wheels and axles). 01 09 10 11 13
REPORT CARD CATEGORIES

themselves. to dissolve), which can determine their uses. 01 09 10 11 12 13 14

01 06 07 08 09 10 16 17 18 19 Our actions can have an impact on the quality of air and water, and
01 02 03 08 09 10 11 12 14 15
on its ability to sustain life.
Reproduction is essential to every kind of living thing. Parents often 01 12 13 14
engage in behaviours that help their offspring survive, but the
offspring of some animals are independent at birth.
01 08 13

Asking Questions and Making Predictions Planning and Carrying Out Investigations Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information
1a 1b 4a 4e 4f 4h 4i 5a 5b 5c 5d 5e 9a 9b 9c 6a 6b 6c 7a 2a 2b 4g 7d 7e 8a 9a
SCIENTIFIC

• Ask questions that can be investigated. • Follow directions during explorations and understand their purpose. • Visually represent data using concrete-object graphs, pictographs, • Describe what was done and what was observed orally, in pictures,
INQUIRY

• Make predictions based on prior experiences and observations. • Safely use tools and equipment to make observations that are and bar graphs (1:1 correspondence). or with materials.
relevant to a question. • Discuss data and ask questions based on data. • Recognize that learning can come from careful observations.
• Record observations in writing, by drawing, and/or with charts. • Propose an answer to the question based on observations. • Access information from a variety of sources and recognize when it
meets research needs.

Identifying and Defining Practical Problems Researching, Planning, and Choosing a Solution Constructing and Testing the Model or Prototype Evaluating and Optimizing the Solution
1c 3c 2a 2b 3a 3b 3d 4e 4f 4g 9a 4b 4c 4f 4g 4h 5b 7b 7c 8b
• Use prior knowledge to describe potential problems that can be • With the class, brainstorm possible solutions to a practical problem • Construct an object or device to solve the problem or meet the need. • Identify and make improvements to the object or device with respect
PROCESS
DESIGN

solved through a simple design. and reach consensus on a solution to implement. • Test the object or device with respect to the criteria. to the criteria.
• With the class, define the problem by specifying limited criteria • With the class, create a plan to solve the problem or meet the need, • Propose and evaluate the solution to the initial problem.
based on function and aesthetics. including steps to follow and/or a drawing of the object to be
constructed.
GRADE
2 SCIENCE Science Practices
ASKING QUESTIONS AND PLANNING AND CARRYING OUT ANALYZING AND OBTAINING, EVALUATING, AND
Scientific Inquiry

MAKING PREDICTIONS INVESTIGATIONS INTERPRETING DATA COMMUNICATING INFORMATION

Science inquiry begins with a child’s sense of wonder about Throughout their schooling, students are expected to plan and Student investigations produce data that must be displayed Students engage with multiple sources to obtain information
the world. Asking questions stimulates curiosity, promotes carry out, with appropriate levels of support, investigations and analyzed in order to derive meaning. Because patterns that is used to evaluate the merit and validity of their claims,
the development of ideas, promotes discussion, helps clarify in the field or laboratory, working collaboratively as well as and trends in data are not always obvious, a range of tools methods, and investigation designs. They develop facility with
concepts, and can lead to a deeper understanding of a concept. individually; investigations gradually become more systematic including tables, graphical representations, and visualizations communicating clearly and persuasively the method(s) used
As students progress across the grades, their questions should and require clarifying what counts as data and identifying are used to identify significant features and patterns in the data and the ideas generated. Critiquing and communicating ideas
become more relevant, focused, and sophisticated, which variables that could affect an investigation. The data and and to interpret the results of the investigation. individually and in groups is a critical activity. Communicating
requires teaching effective questioning strategies and giving observations that are collected are used to test existing information and ideas can be done in multiple ways: using
students opportunities to ask and refine their questions. understandings, revise them, or develop new understandings. tables, diagrams, graphs, models, and equations, as well as
Making predictions is also an important part of science inquiry. orally, in writing, and through extended discussions.
Using prior knowledge, observations, and reasoning, students
develop ideas to predict possible answers to questions, rather
than simply making random guesses.

For more information about scientific inquiry and student expectations across the grades, consult Kindergarten to Grade 4 Science: A Foundation for Implementation.

IDENTIFYING AND DEFINING RESEARCH, PLANNING, AND CONSTRUCTING AND TESTING THE EVALUATING AND OPTIMIZING
Design Process

PRACTICAL PROBLEMS CHOOSING A SOLUTION MODEL OR PROTOTYPE THE SOLUTION

Technological problem solving involves identifying and Research can be necessary to better understand a problem Engineering uses models and simulations to analyze and test Optimizing the design solution involves a process in which
defining problems that need to be solved. In order to define and to identify possible solutions. Students conduct their own solutions to a problem. Students develop a plan to construct solutions are systematically tested and refined and the final
a problem, students identify the goals or criteria (what the research and consider multiple possible solutions to a given and/or test a prototype or model against the criteria and design is improved by trading off less important features for
solution needs to have) as well as constraints (limitations such problem. They can then choose the best solution by comparing constraints that were identified. those that are more important.
as available tools and materials, time, dimensions, etc.). each possible solution against the criteria and constraints that
have been identified.

For more information about the design process and student expectations across the grades, consult Kindergarten to Grade 4 Science: A Foundation for Implementation.