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Skills available for Virginia second-grade science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Scientific Investigation, Reasoning, and Logic

  • 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations and predictions are made and questions are formed; b) observations are differentiated from personal interpretation; c) observations are repeated to ensure accuracy; d) two or more characteristics or properties are used to classify items; e) length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools; f) time is measured using the proper tools; g) conditions that influence a change are identified and inferences are made; h) data are collected and recorded, and bar graphs are constructed using numbered axes; i) data are analyzed, and unexpected or unusual quantitative data are recognized; j) conclusions are drawn; k) observations and data are communicated; l) simple physical models are designed and constructed to clarify explanations and show relationships; and m) current applications are used to reinforce science concepts.

Force, Motion, and Energy

  • 2.2 The student will investigate and understand that natural and artificial magnets have certain characteristics and attract specific types of metals. Key concepts include a) magnetism, iron, magnetic/nonmagnetic, poles, attract/repel; and b) important applications of magnetism.

    • identify the north and south magnetic poles of magnets.

    • use magnetic compasses to determine the directions of north and south poles.

    • predict which materials will be attracted to magnets, test the predictions, and create a chart that shows the results, classifying materials as to whether they are attracted to magnets or not.

    • conduct an investigation to determine how the different poles of magnets react to the poles of other magnets.

    • identify important applications of magnets in everyday life:

      • refrigerator magnets and chalkboard letters

      • toys

      • door latches

      • paper clip holders

      • computers

      • motors

      • credit card magnetic strips.

    • compare natural magnets (lodestone or magnetite) and artificial magnets.

    • create a new application for using a magnet.

Matter

Life Processes

Living Systems

  • 2.5 The student will investigate and understand that living things are part of a system. Key concepts include a) living organisms are interdependent with their living and nonliving surroundings; b) an animal's habitat includes adequate food, water, shelter or cover, and space; c) habitats change over time due to many influences; and d) fossils provide information about living systems that were on Earth years ago.

    • classify objects as to whether they are living or nonliving.

    • describe the basic components of an animal habitat (food, water, shelter or cover, and space).

    • classify the parts of an animal's habitat as living or nonliving.

    • construct and interpret simple models of different kinds of habitats, including a forest and a stream.

    • predict and describe seasonal changes in habitat and their effects on plants and animals, for example, how trees change through the seasons and how animals respond to changes in the seasons.

    • describe how animals are dependent on their surroundings, for example, how squirrels and other animals are affected by the loss of forest habitat.

    • describe how scientists use the study of fossils to show past weather/climate conditions and environmental characteristics.

Interrelationships in Earth/Space Systems

Earth Patterns, Cycles, and Change

  • 2.7 The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings. Key concepts include a) effects of weather and seasonal changes on the growth and behavior of living things; and b) weathering and erosion of land surfaces.

    • identify growth and behavioral responses of plants and animals to weather and seasonal changes. Examples of responses that are adaptive include migration, hibernation, camouflage, and dormancy.

    • identify animals that migrate, hibernate, or show other changes throughout the seasons or in the presence of adverse environmental conditions.

    • evaluate the usefulness of camouflage in an animal's habitat (for example, coloration patterns of frogs).

    • compare and contrast the responses of plants and animals to weather and seasonal changes.

    • model the effects of weathering and erosion on the land surface.

Earth Resources

  • 2.8 The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include a) important plant products are identified and classified; b) the availability of plant products affects the development of a geographic area; c) plants provide oxygen, homes, and food for many animals; and d) plants can help reduce erosion.

    • understand that plants produce oxygen and food.

    • classify and identify the sources and uses of plant products, such as fiber, cotton, oil, spices, lumber, rubber, medicines, and paper.

    • describe how the availability of certain plant products in a geographic area would affect the development of that area.

    • describe plant products grown in Virginia that are useful to people, including wood, fruits, and vegetables. List and classify plant products (e.g., peanuts, cotton, soybeans, apples, evergreens).

    • compare and contrast different ways animals use plants as homes and shelters.

    • construct and interpret a chart illustrating the plant foods consumed by different animals.

    • construct and interpret a model that demonstrates how plants reduce soil erosion.