Courses

Prince Edward Island · Grade 2

Science, Grade 2

Prince Edward Island’s Grade 2 science course, from Life Science: Animal Growth and Changes to Physical Science: Relative Position and Motion.

Learn thisPractice test
Units
4
Lessons
11
Skills
55
Provincial exam
None
Official curriculum
princeedwardisland.ca

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 16 skills

Life Science: Animal Growth and Changes

Watching an Organism's Life Cycle

Comparing Life Cycles

Human Growth and Development

The official wording · 16 outcomes
1.1
observe and describe changes in the appearance and activity of an organism as it goes through its life cycle
1.2
select and use materials to carry out their own explorations for observing the life cycle of an organism
1.3
ask questions about an organism’s needs and changes in growth patterns that lead to exploration and investigation
1.4
record relevant observations of changes in the appearance and activity of an organism as it goes through its life cycle, using written language, and/or charts
1.5
identify constant and changing traits in organisms as they grow and develop
1.6
respond to other students’ ideas about an organism’s needs and changes in growth patterns
1.7
recognize the stages of development of the organism, using applicable terminology and language
1.8
propose suggestions for meeting the needs of the organism being investigated, and draw conclusions about its growth patterns or stages based on observations
1.9
communicate procedures and results of the investigation into the life cycle of an organism, using drawings, demonstrations, and/or written and oral descriptions
1.10
identify new questions about the needs and growth patterns of other organisms
1.11
identify and use a variety of sources of science information and ideas to find out about the life cycles of other organisms
1.12
compare the life cycles of familiar animals and group them according to the similarities and differences of their life cycles
1.13
describe features of natural and human- made environments that support the health and growth of some familiar animals
1.14
make predictions about the stages in a life cycle of an organism, based on an observed pattern of stages in a similar organism
1.15
describe changes in humans as they grow, and contrast human growth with that of other organisms
1.16
identify the basic food groups and describe actions and decisions that support a healthy lifestyle

Key ideas

  1. A life cycle is the stages a living thing goes through as it grows.

  2. We can learn from books, videos, and the internet.

  3. Humans grow and change from baby to child to adult.

  4. An organism's appearance changes as it grows.

  5. Different sources give us different information.

Watch out for

  • Thinking an animal looks the same its whole life - it changes through stages.
  • Thinking we can only learn from what we see ourselves.
  • Thinking humans change form like insects do.

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

Unit 2 · 14 skills

Earth and Space Science: Air and Water in the Environment

Air and Wind

Moisture and Materials

Protecting Our Water Sources

The official wording · 14 outcomes
2.1
demonstrate how air, as a substance that surrounds us, takes up space and is felt as wind when it moves
2.2
communicate questions and ideas about air while conducting explorations
2.3
use appropriate tools in constructing a device to measure the speed and direction wind
2.4
observe changes in air conditions in indoor and outdoor environments, and describe and interpret these changes
2.5
identify evidence of moisture in the environment, in materials, and in living things
2.6
use appropriate tools to measure amount of precipitation for a period of time
2.7
describe changes in the location, amount, and form of moisture, and investigate and identify conditions that can affect these changes
2.8
ask questions to investigate how various materials interact with moisture
2.9
make predictions about which materials are more absorbent, or waterproof, or dry more quickly, and select and use materials and tools to test their predictions
2.10
put tested materials in a sequence according to their ability to absorb water, be waterproof, and/or dry
2.11
communicate the procedures and results of their tests of materials, using drawings, notes, and/or oral descriptions
2.12
describe the effects of weather and ways to protect things under different weather conditions
2.13
identify examples of water in the environment and describe ways that water is obtained, distributed, and used
2.14
identify the importance of clean water for humans, and suggest ways they could conserve water

Key ideas

  1. Air is a substance even though we cannot see it.

  2. Moisture is a small amount of water.

  3. Water is found in rivers, lakes, oceans, and rain.

  4. Air is all around us.

  5. We find moisture in the environment, materials, and living things.

Watch out for

  • Thinking air is nothing because we cannot see it.
  • Thinking moisture only means rain.
  • Thinking water only comes from the tap - it starts in the environment.

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

Unit 3 · 15 skills

Physical Science: Liquids and Solids

The Three States of Water

Properties of Liquids and Solids

Mixing to Make New Materials

The official wording · 15 outcomes
3.1
respond to the ideas and questions of classmates during investigations into the characteristics of water, and how it changes from one state to another
3.2
describe the characteristics of the three states of water (ice, water, water vapor) and predict changes from one state to another
3.3
ask questions about the properties of familiar liquids and solids that lead to exploration and investigation
3.4
investigate and compare properties of familiar liquids and solids
3.5
investigate and describe the interactions of familiar liquids and solids
3.6
make and record relevant observations during investigations of interactions of liquids and solids, using written language, pictures, and charts
3.7
place objects in groups according to the type of liquid in which they will float or sink
3.8
demonstrate an understanding of sinking and floating objects by identifying and solving a related practical problem
3.9
compare and evaluate solutions to the practical problem related to sinking and floating
3.10
communicate procedures used to solve the practical problem related to sinking and floating, using drawings, demonstrations, and written and/or oral descriptions
3.11
select and use solids, liquids and appropriate tools to make useful materials
3.12
communicate questions, ideas, and intentions to classmates while mixing and combining liquids and solids to form new and useful materials
3.13
investigate mixing materials to create a new material with characteristics that are different from the original components
3.14
identify and use a variety of sources to get ideas for creating new materials
3.15
describe and demonstrate ways we use our knowledge of solids and liquids to maintain a clean and healthy environment

Key ideas

  1. We share and discuss ideas during investigations.

  2. A property is what something is like.

  3. We choose materials that suit what we want to make.

  4. We listen to classmates' questions about water.

  5. We ask questions about liquids and solids.

Watch out for

  • Thinking only my own idea about water matters.
  • Thinking liquids and solids have no properties to explore.
  • Thinking any materials make any useful thing.

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

Unit 4 · 10 skills

Physical Science: Relative Position and Motion

Position

Motion

The official wording · 10 outcomes
4.1
use materials to build objects that move in a specific manner
4.2
describe the position of an object relative to other objects, using language such as “to the left of”, “on top”, “beside”, or “two giant steps behind”, or to an identified space, and place an object in an identified position
4.3
describe the position of objects from different perspectives
4.4
identify questions that arise about how different students view the same object from different perspectives, and cooperate with these students to make up accurate descriptions
4.5
describe the motion of an object in terms of a change in position and orientation relative to other objects
4.6
follow a simple procedure where instructions are given to move a person or object in a certain way, or in a specified direction
4.7
ask questions about the factors that affect the motion of an object, and identify factors to investigate
4.8
make predictions about how various factors will affect the motion of an object
4.9
use terms like “faster” or “slower”, and tools such as rulers, string and stopwatches to test these predictions
4.10
compare and evaluate the abilities of their constructed object to move

Key ideas

  1. We can build objects that move.

  2. Motion means moving from one place to another.

  3. Different designs move in different ways.

  4. When something moves, its position changes.

  5. We choose materials that let the object move.

Watch out for

  • Thinking any design moves the same way.
  • Thinking motion does not change position.
  • Thinking materials do not affect how something moves.

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

The official curriculum

This page follows Prince Edward Island’s own curriculum for Science, Grade 2.

PEI Department of Education and Early Childhood Development / APEF - Science Grade 2princeedwardisland.ca · Read August 7, 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.

Biology 11 (BIO521A) in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsBiology 11 (BIO521A) in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Biology 11 (BIO521A), another Prince Edward Island course, partway through Unit 1.

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
31
Fillable fields
1,790
Price
$4.99
See the Course Companion

Questions about Science, Grade 2

What is Science, Grade 2?

Prince Edward Island’s Grade 2 science course: 4 units and 55 skills, from Life Science: Animal Growth and Changes to Physical Science: Relative Position and Motion.

What units are in Science, Grade 2?

1. Life Science: Animal Growth and Changes, 2. Earth and Space Science: Air and Water in the Environment, 3. Physical Science: Liquids and Solids and 4. Physical Science: Relative Position and Motion.

Is there a provincial exam for Science, Grade 2?

No. Prince Edward Island 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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