Courses

Manitoba · Grade 2

Science, Grade 2

Manitoba’s Grade 2 science course, from Scientific Skills and Inquiry to Air and Water in the Environment.

Learn thisPractice test
Units
5
Lessons
16
Skills
68
Provincial exam
None
Official curriculum
Manitoba Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 4 skills

Scientific Skills and Inquiry

Tools and Timing

Graphs and Building

The official wording · 4 outcomes
2-0-5b
Use, with guidance, tools to observe, measure, and construct.
2-0-5c
Estimate and measure the passage of time related to minutes and hours.
2-0-6a
Construct and label concrete- object graphs, pictographs, and bar graphs using 1:1 correspondence.
2-0-4b
Construct an object or device to solve a problem or meet a need.

Key ideas

  1. Scientists use tools to observe, measure, and construct.

  2. We can construct and label concrete-object graphs, pictographs, and bar graphs.

  3. A ruler and meter stick measure length, a pan balance and bathroom scale measure how heavy, a thermometer measures temperature, and a magnifying glass makes small things look bigger.

  4. In one-to-one correspondence, one object, picture, or block stands for exactly one thing counted.

  5. We estimate and measure the passage of time using minutes and hours.

Watch out for

  • Using the wrong tool, like a ruler to weigh something.
  • Forgetting to label the graph.
  • Reading a measuring tool from the wrong end.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 17 skills

Growth and Changes in Animals

Growing Up and Eating Well

Food Groups and Where Food Comes From

Baby Animals and Their Parents

Sorting Animals and Life Cycles

The official wording · 17 outcomes
2-1-01
Use appropriate vocabulary related to their investigations of growth and changes in animals. Include: food groups, Canada's Food Guide to Healthy Eating, offspring, adult, behaviour, life cycle, stage, life processes, as well as terms relating to life cycles studied.
2-1-02
Identify and describe constant and changing characteristics of humans as they grow and develop.
2-1-03
Recognize that all humans do not grow and develop at the same rate.
2-1-04
Recognize that food is a form of energy and that healthy eating is essential for growth and development.
2-1-05
Identify the four food groups of Canada's Food Guide to Healthy Eating and give examples of foods from each group.
2-1-06
Plan a menu for one day based on the four food groups outlined in Canada's Food Guide to Healthy Eating.
2-1-07
Recognize that foods humans eat come from plants and animals, and classify foods accordingly.
2-1-08
Recognize that all animals can have offspring, and that offspring generally resemble their parents.
2-1-09
Compare the appearance of young and mature animals of the same type.
2-1-10
Compare the length of time from birth to adulthood for humans and other animals.
2-1-11
Identify and describe constant and changing characteristics of an animal as it grows and develops.
2-1-12
Describe and classify a wide range of animals according to various characteristics and behaviours.
2-1-13
Describe and compare ways in which different animals care for their offspring.
2-1-14
Describe changes in the appearance and activity of various animals as they go through a complete life cycle. Include: an insect, a bird, an amphibian.
2-1-15
Compare the life cycles of animals that have similar life cycles and those that have different life cycles.
2-1-16
Observe and describe an animal's life processes. Include: eating habits, movement, rest patterns, breathing.
2-1-17
Identify and describe ways in which humans help other animals.

Key ideas

  1. We use words like offspring (an animal's young), adult, behaviour, and stage.

  2. Canada's Food Guide to Healthy Eating sorts foods into four groups.

  3. All animals can have offspring - their young.

  4. We can describe and classify animals by characteristics and behaviours.

  5. A life cycle is the set of stages a living thing goes through as it grows.

Watch out for

  • Mixing up offspring and adult.
  • Thinking all foods are in one group.
  • Thinking baby animals look nothing like their parents.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 19 skills

Properties of Solids, Liquids, and Gases

Solids and Liquids

Dissolving and Mixing

Air, Gases, and Changing Water

Floating and Sinking

The official wording · 19 outcomes
2-2-01
Use appropriate vocabulary related to their investigations of solids, liquids, and gases. Include: solid, liquid, substance, property, mass/weight, dissolve, gas, changes of state, water vapour, freeze, melt, condense, evaporate, boil, float, sink, buoyancy.
2-2-02
Identify substances, materials, and objects as solids or liquids.
2-2-03
Investigate and compare properties of familiar solids. Include: have mass/weight, take up space, maintain their shape.
2-2-04
Investigate and compare properties of familiar liquids. Include: have mass/weight, take up space, have no definite shape.
2-2-05
Identify similarities and differences among properties of familiar solids and liquids.
2-2-06
Distinguish between solids that dissolve in water and those that do not.
2-2-07
Explore interactions of familiar liquids with different surfaces, powdered solids, and other liquids, and describe how these interactions determine their uses.
2-2-08
Identify liquids used in the home, and describe how they are used.
2-2-09
Compare different materials with respect to their capacity to absorb liquids, and describe how this capacity determines their uses.
2-2-10
Describe useful materials that are made by combining solids and liquids.
2-2-11
Explore to determine that there is a substance around us called air.
2-2-12
Recognize that air is composed of several gases
2-2-13
Identify properties of gases. Include: occupy the space not taken up by solids and liquids, have no definite shape.
2-2-14
Explore to determine how water can be made to change from one state to another and back again.
2-2-15
Recognize that the states of solids and liquids remain constant in some circumstances, but may change in other circumstances.
2-2-16
Describe ways humans dispose of solids and liquids to maintain a clean and healthy environment.
2-2-17
Predict and test to determine whether a variety of materials float or sink in water.
2-2-18
Demonstrate ways to make sinking materials float and floating materials sink.
2-2-19
Use the design process to construct an object that is buoyant and able to support a given mass/weight.

Key ideas

  1. We use words like solid, liquid, gas, substance, and property.

  2. Some solids dissolve in water and some do not.

  3. There is a substance around us called air, even though we cannot see it.

  4. We can predict and then test whether a material floats or sinks in water.

  5. Changes of state have names - freeze, melt, evaporate, condense - and things float or sink because of buoyancy.

Watch out for

  • Mixing up melt and freeze.
  • Thinking dissolved sugar disappeared forever.
  • Thinking there is nothing where there is air.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 14 skills

Position and Motion

Where Things Are

Motion, Pushes, Pulls, and Friction

Ramps, Wheels, and Axles

The official wording · 14 outcomes
2-3-01
Use appropriate vocabulary related to their investigations of position and motion. Include: position, stationary, above, between, near, far from, next to, below, in front of, behind, to the right/left, perspective, motion, push, pull, friction, slope, inclined plane, wheel, axle, rotate, clockwise, counterclockwise.
2-3-02
Explore and describe the position of a stationary object with reference to themselves, to other objects, or to a specific area.
2-3-03
Explore and describe changes in the position of an object in relation to its original position, themselves, or another object.
2-3-04
Explore and describe the position of an object viewed from a perspective different from one's own.
2-3-05
Explore and describe how changing the position of one's own body affects perspective with reference to a stationary object.
2-3-06
Describe the motion of various objects and living things.
2-3-07
Recognize that the position and motion of an object can be changed by a push or a pull and the size of the change is related to the strength of the push or pull.
2-3-08
Compare and describe the effects of friction on the motion of objects and humans when travelling across different surfaces.
2-3-09
Explore and describe the effects of changing the slope of an inclined plane on the downward motion of an object and the effort needed to push or pull an object upward.
2-3-10
Identify how humans use inclined planes to make motion easier.
2-3-11
Explore toys to determine how wheels and axles interact and move.
2-3-12
Recognize that the wheels of a vehicle rotate clockwise or counterclockwise depending on the direction of motion of the vehicle.
2-3-13
Identify how humans use the wheel and axle to make movement easier.
2-3-14
Use the design process to construct a vehicle with wheels and axles that meets given criteria.

Key ideas

  1. Position words tell where something is - above, below, next to, in front of, behind.

  2. Objects and living things move in many ways.

  3. Changing the slope of an inclined plane (a ramp) changes how objects move on it.

  4. Motion words describe movement - push, pull, friction, rotate, clockwise, counterclockwise.

  5. Motion can be spinning, swinging, bouncing, sliding, rolling, or jumping.

Watch out for

  • Mixing up above and below.
  • Thinking there is only one kind of motion.
  • Thinking slope does not change the speed.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 5 · 14 skills

Air and Water in the Environment

Moving Air and Wind

Water and the Water Cycle

Clean Water and Clean Air

The official wording · 14 outcomes
2-4-01
Use appropriate vocabulary related to their investigations of air and water. Include: wind, air current, temperature, changes of state, water cycle, freeze, melt, condense, evaporate, sources of drinking water, pollution.
2-4-02
Recognize that air can move.
2-4-03
Observe and identify evidence of moving air in indoor and outdoor environments.
2-4-04
Identify positive and negative effects of changes in air temperature and air movement in indoor and outdoor environments.
2-4-05
Use the design process to construct and test a device that shows evidence of air movement.
2-4-06
Observe and identify examples of water in the environment.
2-4-07
Describe evidence of water changing state, and recognize that these changes are part of the water cycle.
2-4-08
Investigate to determine factors that cause things to dry quickly or slowly.
2-4-09
Identify sources of drinking water, and explain how this water is distributed in one's own and in other communities.
2-4-10
Describe different uses of water by humans.
2-4-11
Explain and appreciate the importance of clean air and water for humans, plants, and animals.
2-4-12
Identify substances that pollute air and water, and describe ways of reducing such pollution.
2-4-13
Recognize that clean water is an increasingly scarce resource in many parts of the world, and describe consequences of a shortage of clean water.
2-4-14
Record personal use of water, and identify ways in which they can reduce water usage.

Key ideas

  1. We use words for air - wind and air current - and for water - water cycle and sources of drinking water.

  2. We can see evidence of water changing state, and these changes are part of the water cycle.

  3. Drinking water comes from sources like wells, springs, lakes, and rivers.

  4. Changes of state have names: freeze, melt, condense, and evaporate, and dirty air or water is pollution.

  5. A puddle evaporating after a rainstorm and snow melting both show water changing state.

Watch out for

  • Mixing up evaporate and condense.
  • Thinking water is only in taps and lakes.
  • Thinking water is made in the tap.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows Manitoba’s own curriculum for Science, Grade 2.

Kindergarten to Grade 4 Science: A Foundation for ImplementationManitoba Education · edu.gov.mb.ca · Read August 1, 2026

Study it in MapleMind

MapleMind teaches Science, Grade 2 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Grade 9 Mathematics (10F) in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGrade 9 Mathematics (10F) in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Grade 9 Mathematics (10F), another Manitoba course, partway through Unit 2.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Science, Grade 2 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
36
Fillable fields
2,042
Price
$4.99
See the Course Companion

Questions about Science, Grade 2

What is Science, Grade 2?

Manitoba’s Grade 2 science course: 5 units and 68 skills, from Scientific Skills and Inquiry to Air and Water in the Environment.

What units are in Science, Grade 2?

1. Scientific Skills and Inquiry, 2. Growth and Changes in Animals, 3. Properties of Solids, Liquids, and Gases, 4. Position and Motion and 5. Air and Water in the Environment.

Is there a provincial exam for Science, Grade 2?

No. Manitoba gives no provincial exam for Science, Grade 2.

What comes after Science, Grade 2?

Science, Grade 3.

Can MapleMind help with Science, Grade 2?

Yes. MapleMind teaches every skill of Science, Grade 2, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Before this course

After this course

Get ready for Science, Grade 2

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