Ontario · Grade 2
Science and Technology, Grade 2
Ontario’s Grade 2 science course, from STEM Skills and Connections to Air and Water in the Environment.
- Units
- 5
- Lessons
- 12
- Skills
- 37
- Provincial exam
- None
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 4 skills
STEM Skills and Connections
Coding: Breaking a Big Job into Small Steps
Breaking coding problems into smaller steps
I can break a coding problem into smaller steps.
Official code: A2.1
How Coding and New Technology Change Our Day
Noticing how coding and new technology affect everyday life
I can describe how coding and new technology change everyday life.
Official code: A2.2
Science and Technology Around Us
Finding science and technology at home and in the community
I can find science and technology at home and in my community.
Official code: A3.1
People Who Help Science Grow
Learning about contributions from many communities
I can tell how people from many communities help science and technology.
Official code: A3.3
The official wording · 4 outcomes
- A2.1
- write and execute code in investigations and when modelling concepts, with a focus on decomposing problems into smaller steps
- A2.2
- identify and describe impacts of coding and of emerging technologies on everyday life
- A3.1
- describe practical applications of science and technology concepts in their home and community, and how these applications address real-world problems
- A3.3
- analyse contributions to science and technology from various communities
Key ideas
Big problems are easier to code when broken into small steps.
Many everyday machines are told what to do by code.
Each small step does one thing, and the steps happen in order.
New technology can change how people do everyday things, for better and in new ways.
Watch out for
- Trying to do a whole big job in one giant step.
- Thinking only phones and computers use code.
- Putting the small steps in the wrong order.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 8 skills
Growth and Changes in Animals
Life Systems
Animals and People
How animals affect people and nature
I can examine how animals affect people and nature.
Official code: B1.1
Reducing harm from animals' impacts
I can describe ways to reduce harmful impacts from animals.
Official code: B1.1
How people affect animals and their homes
I can assess how people affect animals and describe ways to help.
Official code: B1.2
Animal Features and Life Cycles
Animal features that stay the same or change
I can compare animal features that stay the same or change.
Official code: B2.1
How animals move
I can describe how different animals move.
Official code: B2.2
The life cycle of animals
I can describe the life cycle of different animals.
Official code: B2.3
How animals change as they grow
I can compare how animals change in look and behaviour as they grow.
Official code: B2.4
Adaptations that help animals survive
I can describe adaptations that help animals survive.
Official code: B2.5
The official wording · 8 outcomes
- B1.1
- examine impacts that animals can have on society and the environment
- B1.1
- describe some ways in which any negative impacts can be minimized
- B1.2
- assess impacts of various human activities on animals and the places where they live, and describe practices that can minimize negative impacts
- B2.1
- compare physical characteristics of various animals, including characteristics that are constant and those that change
- B2.2
- describe the locomotion of various animals
- B2.3
- describe the life cycle of a variety of animals, including insects, amphibians, birds, and mammals
- B2.4
- compare changes in the appearance and behaviour of various animals as they go through a complete life cycle
- B2.5
- describe adaptations, including physical and/or behavioural characteristics, that allow various animals to survive in their natural environment
Key ideas
Animals affect people and the environment in helpful ways, like bees pollinating flowers.
Animals have physical features like fur, feathers, fins, or wings.
Some animals can have negative impacts too, like eating crops.
Some features stay the same as an animal grows; others change.
When animals cause problems, there are gentle ways to reduce the harm.
Watch out for
- Thinking animals only ever help or only ever harm.
- Thinking all of an animal's features change as it grows.
- Not noticing animals' effects on the environment, only on people.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 9 skills
Properties of Liquids and Solids
Matter and Energy
Using Liquids and Solids Safely
Using, storing, and disposing of liquids and solids safely
I can assess how we use, store, and dispose of liquids and solids safely.
Official code: C1.1
How changes of state affect us
I can assess how changes of state affect people and the environment.
Official code: C1.2
Exploring Liquids and Solids
Sorting matter into liquids and solids
I can sort matter into liquids and solids.
Official code: C2.1
Properties of liquids and solids
I can describe the properties of liquids and solids.
Official code: C2.2
Liquid water and solid water
I can describe liquid water and solid water and how they change.
Official code: C2.3
When states stay the same and when they change
I can identify when states stay the same and when they change.
Official code: C2.4
Making useful mixtures
I can describe useful mixtures of liquids and solids.
Official code: C2.5
Floating, sinking, and soaking up water
I can classify objects by floating and by soaking up water.
Official code: C2.6
Safety symbols on substances
I can explain what safety symbols on substances mean.
Official code: C2.7
The official wording · 9 outcomes
- C1.1
- assess practices related to the use, storage, and disposal of liquids and solids in the home in terms of the effects on personal health and safety and on the environment, and suggest ways to improve these practices
- C1.2
- assess the impacts of changes of state of liquids and solids on humans and on environments
- C2.1
- identify various types of matter in natural and built environments as liquids or solids
- C2.2
- describe the properties of liquids and solids
- C2.3
- describe properties of liquid water and solid water, and identify the conditions that cause changes from one state to the other
- C2.4
- identify conditions in which the states of liquids and solids remain constant and conditions that can cause their states to change
- C2.5
- describe some ways in which liquids and solids can be combined to make useful mixtures
- C2.6
- classify solid objects and materials in terms of their buoyancy and in terms of their ability to absorb or repel water
- C2.7
- explain the meaning of international symbols that give us information on the safety of substances
Key ideas
Some liquids and solids at home can be harmful if not used, stored, or thrown away safely.
Matter can be a liquid or a solid.
Safe practices protect our health and the environment.
Liquids flow and take the shape of their container; solids keep their own shape.
When liquids and solids change state (like water freezing or ice melting), it affects us.
Watch out for
- Thinking all liquids and solids are safe to pour down the drain.
- Thinking something is solid just because it's small (like sand grains).
- Not connecting safe storage to protecting people and nature.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 7 skills
Movement and Simple Machines
Structures and Mechanisms
How Simple Machines Change Our World
Simple machines in daily life
I can assess how simple machines affect daily life.
Official code: D1.1
Simple machines and the environment
I can assess how machines that use simple machines affect the environment.
Official code: D1.2
Movement and the Six Simple Machines
Ways an object can move
I can describe different ways an object can move.
Official code: D2.1
Changing an object's position
I can identify ways to change an object's position.
Official code: D2.2
The six simple machines
I can identify the six simple machines.
Official code: D2.3
How each simple machine is used
I can describe how each simple machine is used to make tasks easier.
Official code: D2.4
Comparing force with and without a machine
I can compare the force needed with and without a simple machine.
Official code: D2.5
The official wording · 7 outcomes
- D1.1
- assess the impact of simple machines on the daily lives of people in various communities
- D1.2
- assess the impact on the environment of technologies that use simple machines to facilitate movement
- D2.1
- describe different ways an object can move
- D2.2
- identify ways in which the position of an object can be changed
- D2.3
- identify the six basic types of simple machines: lever, inclined plane, wedge, pulley, wheel and axle, and screw
- D2.4
- describe ways in which each type of simple machine is used in daily life to make tasks easier
- D2.5
- compare, qualitatively or quantitatively, the force required to move an object using various simple machines to the force required to move the object without using a simple machine
Key ideas
Simple machines make everyday jobs easier for people.
Objects can move in different ways: slide, roll, spin, swing, or bounce.
Different communities use simple machines in different ways.
The same object can move in more than one way.
Technologies that use simple machines to move things can affect the environment.
Watch out for
- Thinking simple machines are only complicated devices.
- Thinking an object moves in only one way.
- Not noticing simple machines in everyday life.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 9 skills
Air and Water in the Environment
Earth and Space Systems
Protecting Air and Water
How human activities affect air and water
I can assess how human activities affect air and water.
Official code: E1.1
A plan to protect local air or water
I can plan an action to protect my local air or water.
Official code: E1.1
Using water responsibly at home
I can assess my water use and plan to use it responsibly.
Official code: E1.2
Fresh water around the world
I can examine how available fresh water is and how it affects communities.
Official code: E1.3
Air, Water, and the Water Cycle
Properties of air and water
I can describe the key properties of air and water.
Official code: E2.1
Where water comes from
I can identify sources of water in nature and in built places.
Official code: E2.2
The stages of the water cycle
I can describe the stages of the water cycle.
Official code: E2.3
The three states of water
I can identify the three states of water and how temperature changes them.
Official code: E2.4
How living things depend on air and water
I can describe how living things depend on air and water.
Official code: E2.5
The official wording · 9 outcomes
- E1.1
- assess the impact of human activities on air and water, taking various perspectives into consideration, including those of First Nations, Métis, and Inuit
- E1.1
- plan a course of action to protect the quality of the air and/or water in the local community
- E1.2
- assess their personal and household uses of water, and create a plan to use water responsibly
- E1.3
- examine the availability of fresh water and drinking water around the world, and describe the impact on communities
- E2.1
- demonstrate an understanding of the key properties of air and water
- E2.2
- identify sources of water in the natural and built environments
- E2.3
- describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection
- E2.4
- identify the three states of water in the environment, and describe how temperature changes affect the state of water within the water cycle
- E2.5
- describe ways in which living things, including humans, depend on air and water
Key ideas
Human activities can affect the quality of air and water.
Air takes up space and can be felt (like wind), even though we can't see it.
Different people, including First Nations, Métis, and Inuit, have important perspectives on protecting them.
Water flows, takes the shape of its container, and can be a liquid, solid, or gas.
We can plan actions to help protect the air and water where we live.
Watch out for
- Thinking human activities don't affect air and water.
- Thinking air isn't really there because we can't see it.
- Considering only one point of view on the environment.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Ontario’s own curriculum for Science and Technology, Grade 2.
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| ASTEM Skills and Connections | Outcomes 4 | Taught in Unit 1 |
| BLife Systems | Outcomes 7 | Taught in Unit 2Growth and Changes in Animals |
| CMatter and Energy | Outcomes 9 | Taught in Unit 3Properties of Liquids and Solids |
| DStructures and Mechanisms | Outcomes 7 | Taught in Unit 4Movement and Simple Machines |
| EEarth and Space Systems | Outcomes 8 | Taught in Unit 5Air and Water in the Environment |
Study it in MapleMind
MapleMind teaches Science and Technology, 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.
Course Companion
Your year in one workbook
A fun way to keep Science and Technology, 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.
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Questions about Science and Technology, Grade 2
What is Science and Technology, Grade 2?
Ontario’s Grade 2 science course: 5 units and 37 skills, from STEM Skills and Connections to Air and Water in the Environment.
What units are in Science and Technology, Grade 2?
1. STEM Skills and Connections, 2. Growth and Changes in Animals, 3. Properties of Liquids and Solids, 4. Movement and Simple Machines and 5. Air and Water in the Environment.
Is there a provincial exam for Science and Technology, Grade 2?
No. Ontario gives no provincial exam for Science and Technology, Grade 2.
What comes after Science and Technology, Grade 2?
Science and Technology, Grade 3.
Can MapleMind help with Science and Technology, Grade 2?
Yes. MapleMind teaches every skill of Science and Technology, 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.
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