School Improvement in Maryland

Using the State Curriculum: Science, Grade 2




State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Introduction for Standard or Indicator

Standard 3.0 Life Science

The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.


C. Genetics


  • 1. Explain that there are identifiable stages in the life cycles (growth, reproduction, and death) of plants and animals.
  1. Investigate and describe that seeds change and grow into plants.
  2. Compare and describe the changes that occur in humans during their life cycle (birth, newborn, child, adolescent, adult, elder).
  3. Given pictures of stages in the life cycle of a plant or an animal, determine the sequence of the stages in the life cycle.
  4. Provide examples, using observations and information from readings that life cycles differ from species to species.



  • 1. Observe and describe examples of variation (differences) among individuals of one kind within a population.
  1. Observe and describe individuals in familiar animal populations, such as cats or dogs, to identify how they look alike and how they are different.
  2. Examine pictures of organisms that lived long ago, such as dinosaurs, and describe how they resemble organisms that are alive today.
  3. Recognize that some kinds of organisms have completely disappeared.


F. Ecology


  1. Investigate a variety of familiar and unfamiliar habitats and describe how animals and plants found there maintain their lives and survive to reproduce.
  2. Explain that organisms live in habitats that provide their basic needs.
    • Food
    • Water
    • Air
    • Shelter
  3. Explain that animals and plants sometimes cause changes in their environments.

January 2008