Grade 2 - Science

In addition to HFCS ‘Āina-based Learning Competencies (click to view), the PK-12 Science Kahua is grounded in the belief that the purpose of science is “Science is best defined as a careful, disciplined, logical search for knowledge about any and all aspects of the universe, obtained by examination of the best available evidence and always subject to correction and improvement upon discovery of better evidence. What's left is magic. And it doesn't work.” (year, Randi).

End of school year grade level outcomes were crosswalked with the HFCS Vision of the Graduate (2013), NGSS, Fountas and Pinnell, and were prioritized using the following criteria (Reeves, 2004): 1) Endurance, 2) Leverage, 3) Readiness, 4) Assessment Requirements.

I. Sense of Place: ʻĀina Learning Competencies

Overarching goals for ʻāina-based curriculum designed to connect the learner to their cultural, linguistic and physical community

II. Sense of Belonging: Science and Engineering Practices

Relating to the real world and observable phenomena to kilo and ask questions and wonder about and identifying, naming, and reading environmental indicators in order to define problems at school/home. By learning about various moʻokūʻauhau and frequently interacting with ʻāina a physical model is developed to test inferences and predictions. Collecting, recording, and sharing observations produces the data from tests to be analyzed and interpreted to determine if the object or tool works as predicted, and connects the science with the engineering practices.

III. Sense of Belonging: Motion, Stability, and Energy

With grade-appropriate proficiencies of science and engineering practices, students are able to make sense of the effects of pushes and pulls (K), understand the relationship between sound and vibrating materials and the functions of light (grade 1), observe and identify properties of materials through analysis and classification of different materials (grade 2).

IV. Sense of Community: From Molecules to Organisms

Through observation and questioning, and carrying out investigations, students begin to develop understandings of what characterizes plants and animals and that humans are animals, what plants and animals (including humans) need to survive, and the relationships between their needs and where they live (K); How plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents help the offspring to survive, and discern how young plants and animals are like but not exactly the same as their parents (grade 1); What plants need to grow and how plants depend on animals for seed dispersal and pollination, and are able to compare the diversity of life in different habitats (grade 2).

V. Sense of Community: Earth’s Systems

Students begin to develop understandings of systems and how system models can be used to make observations and they develop and use models at grade level proficiencies. They develop understandings/skills of patterns and variations in local weather, and the purpose of weather forecasting to prepare for, and respond to, severe weather (K); Using observation, description, and prediction to make sense of patterns of the movements of objects in the sky (grade 1); Using information and models to identify and represent the shapes and kinds of land and bodies of water in an area where water is found on Earth (grade 2).

VI. Sense of Responsibility: Earth and Human Activity

Through reading grade-appropriate texts and/or other forms of media and through observations and questioning, students begin to understand that Humans impact the land, water, air, and/or other living things in the local environment (K-2); Representations (i.e. models) are useful in communicating ideas for a problem’s solutions to other people (K); Wind and water can change the shape of the land, and design solutions can be compared and used to slow or prevent such change (grade 2).

S.2.1Learn about my various moʻokūʻauhau (i.e. my ʻohana, my school, my home/school ʻāina).
S.2.2Use ʻōlelo Hawaiʻi words to kilo, identify, name, and read environmental indicators (i.e. senses, intuition, prior knowledge) in order to make inferences and predictions.
S.2.3Demonstrate loina when participating in cultural protocol (i.e. schoolwide piko, oli mahalo, puka kula, kamaʻāina/malihini).
S.2.4Frequently interact with my ʻāina at various times of day and year to develop a relationship with ʻāina.
S.2.5Celebrate the accomplishments of historical and contemporary Hawaiian community leaders and emulate their actions (i.e. aliʻi, ʻōpūaliʻi/kapu aloha, kiaʻi).

S.2.6Develop a simple model to document the problem solving process based on evidence (i.e. kilo of patterns in the natural world and frequent interactions with ‘āina) to represent a proposed object or tool.
S.2.7Demonstrate loina when planning and conducting an investigation to produce data to serve as the basis for evidence to answer a question.
S.2.8Use ʻōlelo Hawaiʻi words to collaborate and to kilo, interact frequently with ʻāina, and investigate various moʻokūʻauhau to collect data which can be used to make comparisons.
S.2.9Analyze data from tests of an object or tool to determine if it works as intended.
S.2.10Design multiple solutions to problems based on what was learned about various moʻokūʻauhau and base solutions off of developing relationships with community and ʻāina.
S.2.11Kilo and take into account the historical and contemporary actions and accomplishments of Hawaiian community leaders and Westen scientists to make inferences and predictions when constructing explanations for natural phenomena.
S.2.12Construct an argument with evidence to support a claim that supports the health of the ʻohana, community, and ʻāina.
S.2.13Recognize that design is an iterative process with more than one correct solution and that failure is essential for growth.
S.2.14Obtain information using various texts, text features (e.g. headings, tables of contents, glossaries, electronic menus, icons), other media, and various moʻokūauhau (including those of ʻohana, community, and ʻāina) that will be useful in answering a scientific question.

S.2.15Different kinds of matter exist and many can be solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.
S.2.16Different properties of matter, such as strength, flexibility, hardness, texture, and absorbency are suited to different purposes.
S.2.17An object made up of a small set of pieces can be disassembled and built up into a great variety of new objects.
S.2.18Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible and sometimes they are not.

S.2.19Plants depend on water and light (such as sunlight) to grow.
S.2.20Plants depend on animals for pollination or to move their seeds around.
S.2.21There are many different kinds of living things in any area, and they exist in different places on land and in water.

S.2.22Wind and water can change the shape of the land.
S.2.23Water is found in the oceans, rivers, lakes, and ponds and exists as solid ice and liquid form.
S.2.24Maps show where things are located and shows the shapes, types of land and water in an area.