What the standard actually says
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Domain: Ecosystems — Understanding how plants and animals depend on their environment and each other.
Next Generation Science Standards*Examples and home activities
- Stick cotton balls (pretend pollen) to a pipe cleaner 'bee' and move between paper flowers.
- Walk through grass with fuzzy socks — check for seeds that stuck! That's seed dispersal.
Printable practice worksheet — 2-LS2-2
Name: ______________________ Date: ____________ Standard: 2-LS2-2
1. What did you observe? Draw it.
2. Write one question you want to investigate.
3. What do you predict will happen? Why?
4. Record your data in a simple chart.
5. What did you find out?
6. What would you change if you tried again?
secondgrade.com · Science · 2-LS2-2
Lessons that teach this
16 lessons list 2-LS2-2.
Week 10
- Monday · Science — Students explain that animals depend on plants for food and shelter and observe how seeds travel on animals (2-LS2-2).
- Wednesday · Science — Students investigate how seeds travel by wind, water, and animals by testing seed models (2-LS2-2).
- Friday · Science — Students conclude that animals depend on plants and that plants depend on animals, wind, and water to spread seeds (2-LS2-2).
Week 11
- Monday · Science — Students examine the parts of a flower and explain that pollen must move from flower to flower for seeds to form (2-LS2-2).
- Wednesday · Science — Students model how a bee moves pollen between flowers and begin designing a hand pollinator tool (2-LS2-2, K-2-ETS1-2).
- Friday · Science — Students build and test a hand pollinator, compare it to the cotton ball, and conclude that pollinators help plants make seeds (2-LS2-2, K-2-ETS1-2).
Week 12
- Wednesday · Science — Students review habitats and interdependence by tracing food and seed connections in a real outdoor space (2-LS4-1, 2-LS2-2).
- Friday · Science — Students summarize the unit by stating three claims with evidence about plant needs, habitats, and interdependence, and celebrate with a plant and animal poster (2-LS2-1, 2-LS2-2, 2-LS4-1).
Week 27
- Monday · Science — Students will observe that plants need sunlight and water to grow and begin to explain that animals depend on plants for food and shelter (2-LS2-1, 2-LS2-2).
- Wednesday · Science — Students will model how animals help plants by carrying pollen and seeds, and record early results from the bean cups (2-LS2-1, 2-LS2-2).
- Friday · Science — Students will use evidence from the bean cups and pollinator model to conclude that plants need sun and water and that plants and animals depend on each other (2-LS2-1, 2-LS2-2).
Week 29
- Monday · Science — Students will build a simple food chain (sun, plant, animal, animal) from a real habitat and explain that energy passes from one living thing to the next (2-LS4-1, 2-LS2-2).
- Wednesday · Science — Students will connect several food chains into a food web and predict what happens to the web when one living thing is removed (2-LS4-1, 2-LS2-2).
- Friday · Science — Students will conclude that every living thing in an ecosystem is connected through food and create a food web mural of a chosen habitat (2-LS4-1, 2-LS2-2).
Week 36
- Monday · Science — Students will review the year's science units by sorting portfolio work into topics and choosing their best piece from each (2-PS1-1, 2-LS2-1, 2-LS4-1, 2-ESS2-1, K-2-ETS1-1).
- Friday · Science — Students will present their science portfolio, reflect on their growth as a scientist, and receive awards tied to real skills demonstrated during the year (all Grade 2 science standards reviewed).
Where it lives in our curriculum
This standard is taught in these weeks: