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Grade Two

Learning Outcomes Framework                        GRADE TWO                   Science - Grades P-6

(N.S. Department of Education, April 2004)      SPECIFIC CURRICULUM OUTCOMES

Students will be expected to:

Life Science: Animal Growth and Changes

Investigating the Needs and Life Cycle of an Organism

                      observe and describe changes in the appearance and activity of an organism as it goes through its life cycle (101-7)

                      select and use materials to carry out their own explorations for observing the life cycles of an organism (200-4)

                      ask questions about an organism’s needs and changes in growth patterns that lead to exploration and investigation (200-1)

                      record relevant observations of changes in the appearance and activity of an organism as it goes through its life cycle, using written language, pictures, and/or charts (201-5)

                      identify constant and changing traits in organisms as they grow and develop (102-6)

                      respond to other students’ ideas about an organism’s needs and changes in growth patterns (203-5)

                      recognize the stages of development of the organism, using applicable terminology and language (203-2)

                      propose suggestions for meeting the needs of the organism being investigated, and draw conclusions about its growth patterns or stages based on observations (202-7)

                      communicate procedures and results of the investigation into the life cycle of an organism, using drawings, demonstrations, and/or written and oral descriptions (203-3)

                      identify new questions about the needs and growth patterns of other organisms (202-9)

Comparing Life Cycles of Familiar Animals

                      identify and use a variety of sources of science information and ideas to find out about the life cycles of other organisms (201-7)

                      compare the life cycles of familiar animals and group them according to the similarities and differences of their life cycles (100-15, 202-2)

                      describe features of natural and human-made environments that support the health and growth of some familiar animals (102-7)

                      make predictions about the stages in a life cycle of an organism, based on an observed pattern of stages in a similar organism (200-3)

Human Growth and Development

                      describe changing humans as they grow; and contrast human growth with that of other organisms (100-16)

                      identify the basic food groups and describe actions and decisions that support a healthy lifestyle (103-5)

Earth and Space Science: Air and Water in the Environment


                      demonstrate how air, as a substance that surrounds us, takes up space and is felt as wind when it moves (102-10)

                      communicate questions and ideas about air while conducting explorations (203-1)

                      use appropriate tools in constructing a device to measure the speed and direction of wind (201-3)

                      observe changes in air conditions in indoor and outdoor environments, and describe and interpret these changes (100-26)

Forms and Changes in Moisture

                      identify evidence of moisture in the environment, in materials, and in living things (102-9)

                      use appropriate tools to measure amount of precipitation for a period of time (201-3)

                      describe changes in the location, amount, and form of moisture, and investigate and identify conditions that can affect these changes (100-27, 200-4, 201-5)

Materials and Moisture

                      ask questions to investigate how various materials interact with moisture (200-1)

                      make predictions about which materials are more absorbent, or waterproof, or dry more quickly, select and use materials and tools to test their predictions (200-3, 200-4, 201-3)

                      put tested materials in a sequence according to their ability to absorb water, be waterproof, and/or dry (202-2, 202-7)

                      communicate the procedures and results of their tests of materials, using drawings, notes, and/or oral descriptions (203-2, 203-3)

                      describe the effects of weather and ways to protect things under different weather conditions (103-7)

Protecting our Water Sources

                      identify examples of water in the environment and describe ways that water is obtained, distributed, and used (102-11)

                      identify the importance of clean water for humans, and suggest ways they could conserve water (103-8)

Physical Science: Liquids and Solids

The Three States of Water

                      respond to the ideas and questions of classmates during investigations into the characteristics of water, and how it changes from one state to another (203-5)

                      describe the characteristics of the three states of water (ice, water, water vapour) and predict changes from one state to another (103-6, 200-3)

                      describe the characteristics of the three states of water and predict changes from one state to another (103-6, 200-3)

Properties and Interactions of Familiar Liquids and Solids

                      ask questions about the properties of familiar liquids and solids that lead to exploration and investigation (200-1)

                      investigate and compare properties of familiar liquids and solids (100-17)

                      investigate and describe the interactions of familiar liquids and solids (100-18)

                      make and record relevant observations during investigations on interactions of liquids and solids, using written language, pictures, and charts (201-5)

                      place objects in groups according to the type of liquid in which they will float or sink (202-2)

                      demonstrate an understanding of sinking and floating objects by identifying and solving a related practical problem (100-21, 200-2)

                      compare and evaluate solutions to the practical problem related to sinking and floating (202-8)

                      communicate procedures used to solve the practical problem related to sinking and floating, using drawings, demonstrations, and written and/or oral descriptions (203-3)

Mixing Liquids and Solids to Make New and Useful Materials

                      select and use solids, liquids, and appropriate tools to make useful materials (100-19, 200-4, 201-3)

                      communicate questions, ideas, and intentions to classmates while mixing and combining liquids and solids to form new and useful materials (203-1)

                      investigate mixing materials to create a new material with characteristics that are different from the original components (100-20)

                      identify and use a variety of sources to get ideas for creating new materials (201-7)

                      describe and demonstrate ways we use our knowledge of solids and liquids to maintain a clean and healthy environment (102-8)

Physical Science: Relative Position and Motion


                      use materials to build objects that move in a specific manner (201-3)

                      describe the position of an object relative to other objects, using language such as “to the left of,” “on top,” “beside,” or “two giant steps behind,” or to an identified space, and place an object in an identified position (100-23, 203-2)

                      describe the position of objects from different perspectives (100-24)

                      identify questions that arise about how different students view the same object from different perspectives, and cooperate with these students to make up accurate descriptions (202-9, 203-5)


                      investigate and describe different patterns of movement (100-25a)

                      describe the motion of an object in terms of a change in position and orientation relative to other objects (100-22, 203-2)

                      follow a simple procedure where instructions are given to move a person or object in a certain way, or in a specified direction (201-1)

                      ask questions about the factors that affect the motion of an object, and identify factors to investigate (200-1, 200-2)

                      make predictions about how various factors will affect the motion of an object (200-3)

                      use terms like “faster” or “slower,” and tools such as rulers, string and stopwatches to test these predictions (201-3)

                      draw simple conclusions about the factors that affect movement based on their investigations (100-25b, 202-7)

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