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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 organisms 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 by exploring Indigenous methods of observing and interpreting the world, applying scientific principles, and creating technologies within local traditional and contemporary 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
Take class, group or personal action on a local, provincial, Canadian or global STSE (Science, technology, society and the environment) issue.
Examples:
Scientific Measurement
SCI.2.C.2
Measure using the appropriate techniques, tools, and units. (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 and understanding of scientific measurement: 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
Apply a range of scientific, technological or engineering practices (e.g., asking questions, identifying problems, observing, experimenting, measuring, classifying, collecting and analyzing data, engaging in scientific debate and argumentation, communicating results, designing and building) in a manner that demonstrates respect and ensures personal safety and the safety of others.
Examples:
Scientific Instruments
SCI.2.C.4
Use various materials and scientific equipment appropriately, competently, and safely while carrying out various scientific practices.
Examples: magnifying glass, craft and recycled materials, classroom materials, materials from nature, charts, safety procedures
Careers, Hobbies, and Activities
SCI.2.C.5
Make connections between scientific ideas and a range of careers, hobbies and activities.
Examples: meteorologist, chemist, biologist, ecologist, hydrogeologist, 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.
These outcomes are organized according to the big ideas of science. They are not grouped to form prescriptive clusters or units. Teachers are encouraged to regroup, reorganize and reorder the learning outcomes in this strand according to themes or units that meet the needs of their classes and their teaching.
Outcomes relating to the big ideas of matter: All matter in the universe is made up of very small particles.
SCI.2.E.1
Demonstrate the understanding that matter can exist in different 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.
Outcomes relating to the big ideas of 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, groundwater.
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.
Outcomes relating to the big ideas of 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.
Outcomes relating to the big ideas of 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
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.
