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In Grade 2, learners continue to explore science and build science literacy. They use their senses to investigate changes of state, water, the atmosphere, and the variety of living things on Earth. The knowledge areas of matter, Earth science, life systems, and genetics provide a foundation for study. An active and practical approach to learning and doing science continues in Grade 2. This includes conducting scientific investigations, expanding tool and measurement skills, looking at science in everyday life, and examining how science interacts with society and the environment. Learners develop agency and a sense of belonging in science and explore Indigenous ways of knowing, being, and doing, including through interacting with the local community and learning in nature. The Kindergarten to Grade 2 Nature of Science band includes the method and application of science.
Inquiry questions to help guide learning and planning for the year may include the following:
Please see documents in the curriculum implementation resources section for more information on how to use this curriculum.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Learning Experiences and Assessment Practices section.
The Guiding Principles for the Evaluation and Communication of Student Learning build shared understandings of what is needed to ensure equity, reliability, validity, and transparency in judgment and communication of student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Evaluation and Communication of Student Learning section.
Science learning outcomes are organized into five strands. These strands and learning outcomes are intended to be woven together throughout all learning experiences while supporting the development of global competencies. All strands equally and cohesively build scientific literacy, skills, and attitudes, inclusive of Indigenous ways and knowledge. Teachers can tailor curriculum implementation to the learners’ specific interests and needs.
Legend
Include the following = compulsory content
Examples/e.g.,= suggestions for learning
Learning Outcome Key
[SCI] Subject
[K] Grade level
[A] Strand
[1] Learning Outcome
SCI.2.A.1
Demonstrate an understanding of different First Nations, Métis, and Inuit ways of knowing, being, and doing in relationship with the land and the natural world by exploring Indigenous methods of observing and interpreting the world, applying scientific principles, and creating technologies within local traditional and contemporary cultural contexts (e.g., wholistic, reciprocal, interconnected, and sustainable ways; land-based learning; outdoor learning; intersections with Western science).
SCI.2.B.1
Develop a sense of agency, identity, and belonging in science by
Science, Technology, Society, and Environment (STSE) Contexts
SCI.2.C.1
Demonstrate an awareness of the dynamic interplay between science, technology, society, and the environment (STSE), thereby being empowered to critically evaluate the impacts of scientific and technological advancements on individuals, communities, and ecosystems, and to make informed decisions for a sustainable future.
Examples: states of everyday objects; states of water and the economy (e.g., ice roads, fishing, agriculture, recreation); conservation and protection of lands, water, and ecosystems; uses of plants and animals by Indigenous Peoples; Indigenous teachings related to water and relationships within ecosystems; water conservation; weather events and their effects on humans, other animals, and plants; pollution and sustainability; ecosystems and sustainability; animal breeds (e.g., dog breeds, horse breeds); renewable and non-renewable energy sources; cultural perspectives on conservation and living within nature; wildlife-human interactions and coexistence
Scientific Measurement
SCI.2.C.2
Demonstrate an understanding of units, measuring tools, and the nature of measurement in science. (Bold indicates items introduced for the first time at this grade level.)
Include the following:
Tools: senses, non-standard (e.g., hands, paper clips, coins), calendar, clock, thermometer
Attributes: length, mass, volume, time, temperature
Units: length (relative: longer, shorter; non-standard: hands, paper clips, coins, etc.); mass (relative: heavier, lighter; non-standard: paper clips, coins, etc.), time (seconds, minutes, hours, days, weeks, months, years)
Skills: sort, compare, sequence, estimate, and measure using multiples of non-standard units; sort, compare, and sequence based on time information
Action and Practice
SCI.2.C.3
Demonstrate practical scientific skills through safely and actively participating in a variety of scientific practices such as inquiry-based learning experiences, experimentation, scientific observation, data analysis, measurement, debate and scientific argumentation, communicating scientific information, and designing and building.
Examples:
Scientific Instruments
SCI.2.C.4
Demonstrate an understanding of the purpose and function of various scientific instruments and materials (considering availability and appropriateness), as well as competence in using them safely.
Examples: magnifying glass, craft and recycled materials, classroom materials, materials from nature, charts, safety procedures
Careers, Hobbies, and Activities
SCI.2.C.5
Demonstrate an understanding of the connections between the scientific ideas studied and a range of careers, hobbies, and activities.
Examples: meteorologist, chemist, biologist, ecologist, aquarist, botanist, veterinarian, animal technologist, conservation officer, fisher, farmer, gardening, ice fishing, aquarium keeping, rock and mineral collecting, seed saving, nature photography, basketball, swimming, seasonal practices of hunting, trapping, fishing, and picking
Method: Scientific explanations, theories, and models are those that best fit the evidence available at a particular time.
SCI.2.D.1
Demonstrate the understanding that everyone can ask questions about the world and try to explain what is happening.
Application: The knowledge produced by science is used in engineering and technologies to create products and processes.
SCI.2.D.2
Demonstrate the understanding that technologies have been created by people to provide things that are needed or useful.
Matter: All matter in the universe is made up of very small particles.
SCI.2.E.1
Demonstrate the understanding that matter can have three states (solid, liquid, and gas) depending on temperature.
Include the following: water, ice, steam.
SCI.2.E.2
Demonstrate the understanding that matter can change from one state to another (e.g., melting, freezing, boiling) by heating and cooling.
Earth Science: The composition of Earth and its atmosphere and the processes occurring within them shape Earth’s surface and its climate.
SCI.2.E.3
Demonstrate an understanding of the characteristics of the atmosphere. Include the following: air is made of gases (including water vapour) and particles (e.g., smoke); the atmosphere changes with altitude.
SCI.2.E.4
Demonstrate an understanding of the important role water plays in Earth’s environment.
Include the following: surface coverage, recycling through the water cycle, forms of precipitation, fresh water, oceans.
SCI.2.E.5
Demonstrate the understanding that air and water movement play important roles in Earth’s weather systems.
Include the following: movement of clouds, storms, wind, water cycle, precipitation.
Life Systems: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.
SCI.2.E.6
Demonstrate the understanding that air and water are essential to life.
SCI.2.E.7
Demonstrate the understanding that animals must obtain energy by eating plants or other animals.
Include the following: herbivore, carnivore, omnivore, predator, prey.
SCI.2.E.8
Demonstrate the understanding that plants are able to capture energy from the Sun to produce and store their own food.
Include the following: chlorophyll, sunlight.
SCI.2.E.9
Demonstrate an understanding that animals are ultimately dependent upon plants for survival.
Genetics: Genetic information is passed down from one generation of organisms to another.
SCI.2.E.10
Demonstrate the understanding that plants and animals produce offspring who are of the same type but are not identical to their parents.
Curriculum implementation resources will include supplementary documents to support implementation. This section and the support documents will continue to be updated, so you are encouraged to visit the site regularly.
