What Will We Learn in 2nd Grade?
Georgia Standards for Second Grade
Language Arts:
Grade: 2
Description: ELA2LSV1 The student uses oral and visual strategies to communicate. The student
Elements:
a. Interprets information presented and seeks clarification when needed.
b. Begins to use oral language for different purposes: to inform, to persuade, and to entertain.
c. Uses increasingly complex language patterns and sentence structure when communicating.
d. Listens to and views a variety of media to acquire information.
e. Increases vocabulary to reflect a growing range of interests and knowledge.
b. Begins to use oral language for different purposes: to inform, to persuade, and to entertain.
c. Uses increasingly complex language patterns and sentence structure when communicating.
d. Listens to and views a variety of media to acquire information.
e. Increases vocabulary to reflect a growing range of interests and knowledge.
Grade: 2
Description:
ELA2R1 The student quickly applies knowledge of letter-sound
correspondence and spelling patterns to decode unfamiliar words. The
student
Elements:
a. Reads words containing blends, digraphs, and diphthongs.
b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.
c. Reads compound words and contractions in grade appropriate texts.
d. Reads and spells words containing r-controlled vowels and silent letters.
e. Reads and spells words containing irregular vowel patterns.
f. Reads multisyllabic words.
g. Applies learned phonics skills when reading and writing words, sentences, and stories.
b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.
c. Reads compound words and contractions in grade appropriate texts.
d. Reads and spells words containing r-controlled vowels and silent letters.
e. Reads and spells words containing irregular vowel patterns.
f. Reads multisyllabic words.
g. Applies learned phonics skills when reading and writing words, sentences, and stories.
Grade: 2
Description: ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student
Elements:
a. Applies letter-sound knowledge to decode quickly and accurately.
b. Automatically recognizes additional high frequency and familiar words within texts.
c. Reads familiar text with expression.
a. Applies letter-sound knowledge to decode quickly and accurately.
b. Automatically recognizes additional high frequency and familiar words within texts.
c. Reads familiar text with expression.
d. Reads second-grade texts at a target rate of 90 words correct per minute.
e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.
e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.
Grade: 2
Description: ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student
Elements:
a. Reads a variety of texts and uses new words in oral and written language.
b. Recognizes grade appropriate words with multiple meanings.
c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.
d. Determines the meaning of unknown words on the basis of context.
b. Recognizes grade appropriate words with multiple meanings.
c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.
d. Determines the meaning of unknown words on the basis of context.
Grade: 2
Description: ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
Elements:
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions before, during and after reading.
d. Recalls explicit facts and infers implicit facts.
e. Summarizes text content.
f. Distinguishes fact from fiction in a text.
g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
h. Makes connections between texts and/or personal experiences.
i. Identifies and infers main idea and supporting details.
j. Self-monitors comprehension and attempts to clarify meaning.
k. Identifies and infers cause-and-effect relationships.
l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts.
m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales).
n. Uses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text.
o. Recognizes the author’s purpose.
p. Uses word parts to determine meanings.
q. Uses dictionary, thesaurus, and glossary skills to determine word meanings.
b. Makes predictions from text content.
c. Generates questions before, during and after reading.
d. Recalls explicit facts and infers implicit facts.
e. Summarizes text content.
f. Distinguishes fact from fiction in a text.
g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
h. Makes connections between texts and/or personal experiences.
i. Identifies and infers main idea and supporting details.
j. Self-monitors comprehension and attempts to clarify meaning.
k. Identifies and infers cause-and-effect relationships.
l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts.
m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales).
n. Uses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text.
o. Recognizes the author’s purpose.
p. Uses word parts to determine meanings.
q. Uses dictionary, thesaurus, and glossary skills to determine word meanings.
Grade: 2
Description: ELA2W1 The student demonstrates competency in the writing process. The student
Elements:
a. Writes text of a length appropriate to address a topic and tell the story.
b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions).
c. Uses transition words and phrases.
d. Begins to create graphic features (charts, tables, graphs).
e. Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing).
f. Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion.
g. Begins to write a persuasive piece that states and supports an opinion.
h. Prewrites to generate ideas orally.
i. Uses planning ideas to produce a rough draft.
j. Rereads writing to self and others, revises to add details and edits to make corrections.
k. Creates documents with legible handwriting.
l. Consistently writes in complete sentences with correct subject/verb agreement.
m. Uses nouns (singular, plural, and possessive) correctly.
n. Uses singular possessive pronouns.
o. Uses singular and plural personal pronouns.
p. Uses increasingly complex sentence structure.
q. Uses common rules of spelling.
r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory/ simple and compound).
s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade appropriate abbreviations.
t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.
b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions).
c. Uses transition words and phrases.
d. Begins to create graphic features (charts, tables, graphs).
e. Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing).
f. Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion.
g. Begins to write a persuasive piece that states and supports an opinion.
h. Prewrites to generate ideas orally.
i. Uses planning ideas to produce a rough draft.
j. Rereads writing to self and others, revises to add details and edits to make corrections.
k. Creates documents with legible handwriting.
l. Consistently writes in complete sentences with correct subject/verb agreement.
m. Uses nouns (singular, plural, and possessive) correctly.
n. Uses singular possessive pronouns.
o. Uses singular and plural personal pronouns.
p. Uses increasingly complex sentence structure.
q. Uses common rules of spelling.
r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory/ simple and compound).
s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade appropriate abbreviations.
t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.
u. Recognizes appropriate uses of quotation marks.
v. Uses the dictionary and thesaurus to support word choices.
v. Uses the dictionary and thesaurus to support word choices.
Grade: 2
Description:
ELA2W2 The student begins to write in a variety genres, including
narrative, informational, persuasive, and response to literature.
Elements:
Critical Component: The student produces a narrative that:
a. Captures a reader's interest by writing a personal story in first or third person consistently.
b. Begins to write fantasy/imaginary stories.
c. Begins to sustain a focus.
d. Includes the appropriate purpose, expectations, and length for the audience and genre.
e. Develops characters and setting using sensory details (descriptive adjectives and strong verbs).
f. Uses organizational structures (beginning, middle, end, and sequence of events) and strategies (transitional words/phrases, time cue words).
g. Begins to develop characters through action and dialogue.
h. Develops a sense of closure.
i. May include prewriting.
j. May include a revised and edited draft.
k. May be published.
a. Captures a reader's interest by writing a personal story in first or third person consistently.
b. Begins to write fantasy/imaginary stories.
c. Begins to sustain a focus.
d. Includes the appropriate purpose, expectations, and length for the audience and genre.
e. Develops characters and setting using sensory details (descriptive adjectives and strong verbs).
f. Uses organizational structures (beginning, middle, end, and sequence of events) and strategies (transitional words/phrases, time cue words).
g. Begins to develop characters through action and dialogue.
h. Develops a sense of closure.
i. May include prewriting.
j. May include a revised and edited draft.
k. May be published.
Critical Component: The student produces informational writing that:
a. Captures a reader's interest.
b. Begins to sustain a focused topic
c. Includes the appropriate purpose, expectations, and length for the audience and genre.
d. Adds facts and details.
e. Uses organizational structures for conveying information (chronological order, similarities and differences, questions and answers).
f. Uses graphic features (charts, tables, graphs).
g. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. h. Develops a sense of closure.
i. May include prewriting.
j. May include a draft that is revised and edited.
k. May be published.
Critical Component: The student produces a persuasive piece of writing that
a. Captures a reader's interest by stating a clear position/opinion.
b. Begins to sustain a focus.
c. Includes the appropriate purpose, expectations, and length for audience and the genre.
d. Adds supportive details throughout.
e. Uses appropriate formats (letter, list of pros and cons, advertisement).
e. Develops a sense of closure.
f. May include prewriting.
g. May include a revised and edited draft.
h. May be published.
a. Captures a reader's interest by stating a clear position/opinion.
b. Begins to sustain a focus.
c. Includes the appropriate purpose, expectations, and length for audience and the genre.
d. Adds supportive details throughout.
e. Uses appropriate formats (letter, list of pros and cons, advertisement).
e. Develops a sense of closure.
f. May include prewriting.
g. May include a revised and edited draft.
h. May be published.
Critical Component: The student produces a response to literature that:
a. Captures a reader's interest by stating an opinion about a text.
b. Demonstrates understanding of the text and expresses and supports an opinion.
c. Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection.
d. Uses organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text).
e. Develops a sense of closure.
f. May include prewriting.
g. May include a draft that is revised and edited.
a. Captures a reader's interest by stating an opinion about a text.
b. Demonstrates understanding of the text and expresses and supports an opinion.
c. Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection.
d. Uses organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text).
e. Develops a sense of closure.
f. May include prewriting.
g. May include a draft that is revised and edited.
h. May be published.
Math
Grade: 2
Description:
M2G1 Students will describe and classify plane figures (triangles,
squares, rectangles, trapezoids, quadrilaterals, pentagons, hexagons,
and irregular polygonal shapes) according to the number of edges and
vertices and the sizes of angles (right angle, obtuse, acute).
Grade: 2
Description:
M2G2 Students will describe and classify solid geometric figures
(prisms, cylinders, cones, and spheres) according to such things as the
number of edges and vertices and the number and shape of faces and
angles.
Elements:
a. Recognize the (plane) shapes of the faces of a geometric solid and count the number of faces of each type.
b. Recognize the shape of an angle as a right angle, an obtuse angle, or an acute angle.
b. Recognize the shape of an angle as a right angle, an obtuse angle, or an acute angle.
Grade: 2
Description: M2G3 Students will describe the change in attributes as two and three-dimensional shapes are cut and rearranged.
Grade: 2
Description:
M2M1 Students will know the standard units of inch, foot, yard, and
metric units of centimeter and meter and will measure length to the
nearest inch or centimeter.
Elements:
a. Compare the relationship of one unit to another by measuring objects twice using different units each time.
b. Estimate lengths, and then measure to determine if estimations were reasonable.
c. Determine an appropriate tool and unit for measuring.
b. Estimate lengths, and then measure to determine if estimations were reasonable.
c. Determine an appropriate tool and unit for measuring.
Grade: 2
Description:
M2M2 Students will tell time to the nearest five minutes and know
relationships of time such as the number of minutes in an hour and
hours in a day.
Elements:
Grade: 2
Description: M2M3 Students will estimate, then measure, temperature (Fahrenheit) and determine if estimations were reasonable.
Elements:
Grade: 2
Description: M2N1 Students will use multiple representation of numbers to connect symbols to quantities.
Elements:
a.
Represent numbers using a variety of models, diagrams, and number
sentences (e.g., 4703 represented as 4,000 + 700 + 3, 47 hundreds + 3,
or 4,500 + 203).
b. Understand the relative magnitudes of numbers using 10 as a unit, 100 as a unit, or 1000 as a unit. Represent 2-digit numbers with drawings of tens and ones and 3-digit numbers with drawings of hundreds, tens, and ones.
c. Use money as a medium of exchange. Count back change and use decimal notation and the dollar and cent symbols to represent a collection of coins and currency.
b. Understand the relative magnitudes of numbers using 10 as a unit, 100 as a unit, or 1000 as a unit. Represent 2-digit numbers with drawings of tens and ones and 3-digit numbers with drawings of hundreds, tens, and ones.
c. Use money as a medium of exchange. Count back change and use decimal notation and the dollar and cent symbols to represent a collection of coins and currency.
Grade: 2
Description: M2N2 Students will build fluency with multi-digit addition and subtraction.
Elements:
a. Correctly add and subtract two whole numbers up to three digits each with regrouping.
b. Understand and use the inverse relation between addition and subtraction to solve problems and check solutions.
c. Use mental math strategies such as benchmark numbers to solve problems.
d. Use basic properties of addition (commutative, associative, and identity) to simplify problems (e.g., 98 + 17 by taking two from 17 and adding it to the 98 to make 100 and replacing the original problem by the sum 100 + 15).
e. Estimate to determine if solutions are reasonable for addition and subtraction.
b. Understand and use the inverse relation between addition and subtraction to solve problems and check solutions.
c. Use mental math strategies such as benchmark numbers to solve problems.
d. Use basic properties of addition (commutative, associative, and identity) to simplify problems (e.g., 98 + 17 by taking two from 17 and adding it to the 98 to make 100 and replacing the original problem by the sum 100 + 15).
e. Estimate to determine if solutions are reasonable for addition and subtraction.
Grade: 2
Description: M2N3 Students will understand multiplication, multiply numbers, and verify results.
Elements:
a. Understand multiplication as repeated addition.
b. Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers and construct the multiplication table.
c. Use the multiplication table (grid) to determine a product of two numbers.
d. Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and determine factors for multiplication.
b. Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers and construct the multiplication table.
c. Use the multiplication table (grid) to determine a product of two numbers.
d. Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and determine factors for multiplication.
Grade: 2
Description: M2N4 Students will understand and compare fractions.
Elements:
a.
Model, identify, label, and compare fractions (thirds, sixths, eighths,
tenths) as a representation of equal parts of a whole or of a set.
b. Know that when all fractional parts are included, such as three thirds, the result is equal to the whole.
b. Know that when all fractional parts are included, such as three thirds, the result is equal to the whole.
Grade: 2
Description:
M2N5 Students will represent and interpret quantities and relationships
using mathematical expressions including equality and inequality signs
(=, >,
Elements:
a. Include the use of boxes or ___ to represent a missing value.
b. Represent problem-solving situations where addition, subtraction, or multiplication may be applied using mathematical expressions.
b. Represent problem-solving situations where addition, subtraction, or multiplication may be applied using mathematical expressions.
Grade: 2
Description: M2P1 Students will solve problems (using appropriate technology).
Elements:
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
Grade: 2
Description: M2P2 Students will reason and evaluate mathematical arguments.
Elements:
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
Grade: 2
Description: M2P3 Students will communicate mathematically.
Elements:
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
Grade: 2
Description: M2P4 Students will make connections among mathematical ideas and to other disciplines.
Elements:
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
Grade: 2
Description: M2P5 Students will represent mathematics in multiple ways.
Elements:
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
Science
Grade: 2
Description:
S2CS1 Students will be aware of the importance of curiosity, honesty,
openness, and skepticism in science and will exhibit these traits in
their own efforts to understand how the world works.
Elements:
a.
Raise questions about the world around them and be willing to seek
answers to some of the questions by making careful observations and
measurements and trying to figure things out.
S2CS2 Grade: 2 Description:
S2CS2 Students will have the computation and estimation skills
necessary for analyzing data and following scientific explanations. Elements:
a. Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences.
b. Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.
c. Give rough estimates of numerical answers to problems before doing them formally.
d. Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.
b. Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.
c. Give rough estimates of numerical answers to problems before doing them formally.
d. Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.
Grade: 2
Description:
S2CS3 Students will use tools and instruments for observing, measuring,
and manipulating objects in scientific activities.
Elements:
a. Use ordinary hand tools and instruments to construct, measure, and look at objects.
b. Assemble, describe, take apart, and reassemble constructions using interlocking blocks, erector sets and other things.
c. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.
b. Assemble, describe, take apart, and reassemble constructions using interlocking blocks, erector sets and other things.
c. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.
Grade: 2
Description:
S2CS4 Students will use the ideas of system, model, change, and scale
in exploring scientific and technological matters.
Elements:
a.
Identify the parts of things, such as toys or tools, and identify what
things can do when put together that they could not do otherwise.
b. Use a model—such as a toy or a picture—to describe a feature of the primary thing.
c. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.
d. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.
c. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.
d. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.
Grade: 2
Description: S2CS5 Students will communicate scientific ideas and activities clearly.
Elements:
a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described.
c. Use simple pictographs and bar graphs to communicate data.
b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described.
c. Use simple pictographs and bar graphs to communicate data.
Grade: 2
Description:
S2CS6 Students will be familiar with the character of scientific
knowledge and how it is achieved. Students will recognize that:
Elements:
a. When a science investigation is done the way it was done before, we expect to get a similar result.
b. Science involves collecting data and testing hypotheses.
c. Scientists often repeat experiments multiple times and subject their ideas to criticism by other scientists who may disagree with them and do further tests.
d. All different kinds of people can be and are scientists.
b. Science involves collecting data and testing hypotheses.
c. Scientists often repeat experiments multiple times and subject their ideas to criticism by other scientists who may disagree with them and do further tests.
d. All different kinds of people can be and are scientists.
Grade: 2
Description:
S2CS7 Students will understand important features of the process of
scientific inquiry. Students will apply the following to inquiry
learning practices:
Elements:
a.
Scientists use a common language with precise definitions of terms to
make it easier to communicate their observations to each other.
b. In doing science, it is often helpful to work as a team. All team members should reach their own individual conclusions and share their understandings with other members of the team in order to develop a consensus.
c. Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.
d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.
b. In doing science, it is often helpful to work as a team. All team members should reach their own individual conclusions and share their understandings with other members of the team in order to develop a consensus.
c. Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.
d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.
Grade: 2
Description: S2E1 Students will understand that stars have different sizes, brightness, and patterns.
Elements:
a. Describe the physical attributes of stars—size, brightness, and patterns.
Grade: 2
Description: S2E2 Students will investigate the position of sun and moon to show patterns throughout the year.
Elements:
a. Investigate the position of the sun in relation to a fixed object on earth at various times of the day.
b. Determine how the shadows change through the day by making a shadow stick or using a sundial.
c. Relate the length of the day and night to the change in seasons (for example: Days are longer than the night in the summer.)
d. Use observations and charts to record the shape of the moon for a period of time.
b. Determine how the shadows change through the day by making a shadow stick or using a sundial.
c. Relate the length of the day and night to the change in seasons (for example: Days are longer than the night in the summer.)
d. Use observations and charts to record the shape of the moon for a period of time.
Grade: 2
Description: S2E3 Students will observe and record changes in their surroundings and infer the causes of the changes.
Elements:
a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people.
Grade: 2
Description:
S2L1 Students will investigate the life cycles of different living
organisms. Teacher note: Instruct students not to touch wild plants and
animals when they observe them. Always wash hands after handling any
plants or animals. Caution students not to eat wild plants they find.
Elements:
a.
Determine the sequence of the life cycle of common animals in your
area: a mammal such as a cat or dog or classroom pet, a bird such as a
chicken, an amphibian such as a frog, and an insect such as a butterfly.
b. Relate seasonal changes to observations of how a tree changes throughout a school year.
c. Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.
d. Identify fungi (mushrooms) as living organisms.
b. Relate seasonal changes to observations of how a tree changes throughout a school year.
c. Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.
d. Identify fungi (mushrooms) as living organisms.
Grade: 2
Description: S2P1 Students will investigate the properties of matter and changes that occur in objects.
Elements:
a. Identify the three common states of matter as solid, liquid, or gas.
b. Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.
b. Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.
Grade: 2
Description: S2P2 Students will identify sources of energy and how the energy is used.
Elements:
a. Identify sources of light energy, heat energy, and energy of motion.
b. Describe how light, heat, and motion energy are used.
b. Describe how light, heat, and motion energy are used.
Grade: 2
Description: S2P3 Students will demonstrate changes in speed and direction using pushes and pulls.
Elements:
a. Demonstrate how pushing and pulling an object affects the motion of the object
Grade: 2
Description: SS2CG1 The student will define the concept of government and the need for rules and laws.
Elements:
Social Studies
Grade: 2
Description: SS2G2 The student will identify the roles of the following elected officials:
Elements:
a. President (leader of our nation)
b. Governor (leader of our state)
c. Mayor (leader of a city)
b. Governor (leader of our state)
c. Mayor (leader of a city)
Grade: 2
Description:
SS2CG3 The student will give examples of how the historical figures
under study demonstrate the positive citizenship traits of honesty,
dependability, liberty, trustworthiness, honor, civility, good
sportsmanship, patience, and compassion.
Elements:
Grade: 2
Description:
SS2CG4 The student will demonstrate knowledge of the state and national
capitol buildings by identifying them from pictures and capitals of the
United States of America (Washington, D.C.) and the state of Georgia
(Atlanta) by locating them on appropriate maps.
Elements:
Grade: 2
Description: SS2E1 The student will explain that because of scarcity, people must make choices and incur opportunity costs.
Elements:
Grade: 2
Description: SS2E2
The student will identify ways in which goods and services are
allocated (by price; majority rule; contests; force; sharing; lottery;
command; first-come, firstserved; personal characteristics; and others).
Elements:
Grade: 2
Description: SS2E3
The student will explain that people usually use money to obtain the
goods and services they want and explain how money makes trade easier
than barter.
Elements:
Grade: 2
Description: SS2E4 The student will describe the costs and benefits of personal spending and saving choices.
Elements:
Grade: 2
Description: SS2G1
The student will locate major topographical features of Georgia and
will describe how these features define Georgia’s surface.
Elements:
a.
Locate all the geographic regions of Georgia: Blue Ridge Mountains,
Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.
b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint.
b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint.
Grade: 2
Description: SS2G2
The student will describe the cultural and geographic systems
associated with the historical figures in SS2H1 and Georgia’s Creeks
and Cherokees.
Elements:
a. Identify specific locations significant to the life and times of each historic figure on a political map.
b. Describe how place (physical and human characteristics) had an impact on the lives of each historic figure.
c. Describe how each historic figure adapted to and was influenced by his/her environment.
d. Trace examples of travel and movement of these historic figures and their ideas across time.
e. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live.
b. Describe how place (physical and human characteristics) had an impact on the lives of each historic figure.
c. Describe how each historic figure adapted to and was influenced by his/her environment.
d. Trace examples of travel and movement of these historic figures and their ideas across time.
e. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live.
Grade: 2
Description: SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
Elements:
a.
Identify the contributions made by these historic figures: James
Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia);
Sequoyah (development of a Cherokee alphabet); Jackie Robinson
(sports); Martin Luther King, Jr. (civil rights); Jimmy Carter
(leadership and human rights).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).
Grade: 2
Description: SS2H2
The student will describe the Georgia Creek and Cherokee cultures of
the past in terms of tools, clothing, homes, ways of making a living,
and accomplishments.
Elements: 