Grade 2
I.	Inquiry								Project WILD	Aquatic Project WILD
	Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas.  Safety issues should be addressed as developmentally appropriate.
	A.	Process Skills
		1	Observe
			a.	Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations).					16-Grasshopper Gravity	A-54 Wetland Metaphors
									20-Wildlife Is Everywhere!	A-142 Deadly Skies
										A-22 Puddle Wonders!
		2	Classify
			a.	Compare, sort, and group concrete objects according to observable properties.					226-And The Wolf Wore Shoes	A-170 Plastic Jellyfish
										A-14 Are You Me?
										A-120 Water We Eating?
			b.	Arrange objects in sequential order.
		3	Measure
			a.	Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).						A-26 Whale Of A Tail
		4	Communicate
			a.	Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.					226-And The Wolf Wore Shoes	A-126 Aquatic Times
									322-Can Do!	A-88 Fashion A Fish
									12-Color Crazy	A-142 Deadly Skies
									32-Everybody Needs A Home	A-26 Whale Of A Tail
									120-Polar Bears In Phoenix?
									228-Saturday Morning Wildlife Watching
	B.	Inquiry
		1	Plan and conduct a simple investigation.
			a.	Ask a question about objects, organisms, and events in the environment.					322-Can Do!	A-142 Deadly Skies
									120-Polar Bears In Phoenix?	A-22 Puddle Wonders!
			b.	Plan and conduct a simple investigation.					322-Can Do!	A-142 Deadly Skies
									108-Forest In A Jar	A-22 Puddle Wonders!
			c.	Use simple equipment, such as hands lenses, thermometers, balances, rulers, etc., to gather data and extend the senses.
									322-Can Do!	A-142 Deadly Skies
			d.	Communicate investigations and explanations.					108-Forest In A Jar	A-22 Puddle Wonders!
II.	Life Science
	Unit of Study: Animals
	A.	Characteristics of Organisms
		1	Organisms have basic needs. Animals need air, water, and food.						30-The Beautiful Basics
			a.	Identify the basic needs of animals, including shelter and living space.					32-Everybody Needs A Home
									36-Habitracks
									120-Polar Bears In Phoenix?
									38-What's That, Habitat?
		2	Organisms can survive only in environments in which their needs can be met.
									98-What Bear Goes Where?
			a.	Describe the relationship between animals and their habitats.					120-Polar Bears In Phoenix?	A-88 Fashion A Fish
									32-Everybody Needs A Home
			b.	Group animals based on their habitats.
									100-Graphananimal
	B.	Life Cycles of Organisms
		1	Animals have life cycles that include being born, developing into adults, reproducing, and eventually dying.
			a.	Observe and describe the growth and development of animals throughout their life cycles.
			b.	Investigate and understand that animals go through a series of orderly changes in their life cycles.
			c.	Observe growth in animals over time.
		2	Animals closely resemble their parents.
			a.	Investigate that some animals go through distinct stages (metamorphosis) during their lives while others generally resemble their parents throughout their life cycle.						A-14 Are You Me?
			b.	Classify animals based on their similarities.
										A-14 Are You Me?
	C.	Organisms and Their Environments
		1	All animals depend on plants.  Some animals eat plants for food.  Other animals eat animals that eat the plants.
			a.	Investigate and describe ways in which animals interact with each other and with the environment.
III.	Earth Science
	Unit of Study: Weather
	A.	Changes in the Earth and Sky
		1	Weather changes from day to day and over the seasons.
			a.	Define components of weather, including temperature, wind, and precipitation (rain, sleet, snow, and hail).
			b.	Observe and identify weather conditions and patterns.
			c.	Create and use symbols to represent weather conditions.
			d.	Describe and sequence the seasons.
			e.	Identify safety precautions to use during severe weather conditions. (P)
		2	Weather can be described by measurable quantities, such as temperature, wind direction, and precipitation.
			a.	Measure and record temperature in both degrees Fahrenheit and Celsius.
			b.	Measure and record precipitation.
			c.	Investigate and describe changes in wind direction and the motion of objects due to the wind.
			d.	Make simple charts and graphs of observed weather data.
			e.	Identify the importance of measuring and recording weather data. (T)
			f.	Compare drought and flood conditions.
			g.	Investigate and describe how weather affects water supply and water conservation. (P)
IV.	Physical Science
	Units of Study: Changes in Matter
		Magnets
	A.	Property of Objects and Materials
		1	Objects have many observable properties.
			a.	Examine and classify common physical properties of solids, liquids, and gases.
		2	Materials can exist in different states — solid, liquid and gas.  Some common materials, such as water, can be changed from one state to another.
			a.	Identify materials as solid, liquid, and gas.
			b.	Demonstrate and describe how water and other materials change from one state to another.
		3	Properties of matter can be measured using tools, such as rulers, balances, and thermometers.
			a.	Measure length, mass, volume, and temperature of various materials in standard (U.S. Customary and Metric Systems) units.
	B.	Magnetism
		1	Magnets attract and repel each other and certain kinds of other materials.
			a.	Investigate and classify the results of magnetic forces on common objects (metals/nonmetals).
			b.	Demonstrate and describe how the poles of magnets attract and repel each other.
			c.	Give examples of useful applications of magnets (e.g., refrigerator magnet, can opener, magnetized screwdriver, magnetic compass).  (T)