# 2 nd Grade Science Summative Test Name Unit 2

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1 Unit 2 Physical Science Magnets Describe the magnetic field which surrounds a bar magnet (2s psc3b4o3 2010) Scientific Inquiry of the Magnetic Field Which Surrounds a Bar Magnet When I went into the kitchen last night I wanted to put a picture on the refrigerator with a magnet. The picture slid down the refrigerator. Then I tried again and it stayed in place. That made me ask the question, Are magnets stronger in one place than in the other? As scientists we are constantly making observations. I know that when you were in kindergarten you found out what materials are attracted to magnets. (Give the kids time to share their observations) In first grade you found out what happens when 2 poles of magnets are brought together. (Give the kids time to share their observations) Take a bar magnet out and show it to the students. I want to know what the magnetic field of a bar magnet is like. What I mean by this is I wonder if a magnet is just as strong all the way around. I thought a great way to find this out is to take items that are attracted to magnets and see if I could count the number of these items the bar magnet could hold on the poles and sides. This took me some time to think of an item that I could use for our experiment. I wanted something I could count and that was attracted to a magnet. I came up with paper clips; I can count these and they are attracted to magnets. The children and I will count how many paper clips each side of the magnet can hold. I will also observe the fact that the paper clips are drawn to the poles. I will have a table drawn below and I will record my results. Side of Magnet North Pole South Pole Center of the Magnet Number of Paper Clips Now practice this with the group allowing children to try and stick paper clips on the bar magnet. Next, the children can practice in groups of two and draw a picture of where and how many paper clips can be held by the bar magnet. Allow the children to experiment with different sizes of bar magnets and different strengths. Have them record their responses in a graph and come back and share with the whole group. Assess students understanding of this skill by answering the following questions. What did you observe when you were scientists about the magnetic field; were the magnets the same strength all the way around? Would you be able to pick up something that was heavier with the poles or the sides?

2 Unit 2 Stars Sun Know that stars are distant suns that are comprised of burning gases (2s esc4b4o2 2010) DIRECTIONS: Write what you know. A star is a The sun is a

3 Unit 2 Plants Classify leaves by their shape and vein patterns (simple and compound leaves, parallel and palmate veins, etc.) (2s lsc2b1o5 2010) DIRECTIONS: Cut apart the boxes at the bottom with the pictures of the leaves. Sort and paste them into a t-chart on the back of this paper. (Teacher you will need to draw a t-chart on the board to sort the simple and compound leaves below.) Pick one of the leaves above. Write a sentence telling what kind of vein pattern it has. (Is it parallel or palmate and how do you know?) cut here maple elm locust oak birch ash gingko walnut

4 Unit 2 Explain how roots and leaves transport food and H O to plants (2s lsc2b1o6a 2010) DIRECTIONS: Circle the letter of the correct answer. 1. Look at the pictures below. Which part of the plant takes in water and nutrients from the soil? A B C 2. Which part of the plant gives a plant its food? A. roots B. stem C. flower D. leaves DIRECTIONS: Write the name of the plant part on the given line. Use the following words: roots, trunk, branches, and leaves. After you label them put the number 1,2,3,4 on the line next to the word to show how water flows through a plant.

5 Unit 2 Describe seasonal color changes in leaves (chlorophyll) (2s lsc2b1o2 2010) DIRECTIONS: Circle the letter of the correct answer. 1. What does chlorophyll help a plant do? a. Helps the roots get water b. Helps the plant get light and air c. Helps the plant use energy and make food 2. What color does chlorophyll make a plant s leaf? DIRECTIONS: Color the 2 leaves below. Color the first leaf the color most leaves are in the spring/summer and color the second leaf the color it may be in the fall. Explain why the leaf changed colors.

6 Unit 2 Earth Science Soil Compare and contrast the properties of soil and rock samples from different areas (2s esc4b1o2 2010) DIRECTIONS: Using the data you collected, complete the Venn Diagram to compare soil and rock samples.

7 Unit 3 Life Science Animal Life Compare and contrast the food and water for producers and consumers (herbivores, carnivores, and omnivores) (2s lsc2b4o1 2010) COMPARE AND CONTRAST THE FOOD AND WATER FOR PRODUCERS AND CONSUMERS I want to know what type of diet a giraffe would eat. An animal that eats just meat is a carnivore, an animal that eats just plants is an herbivore, and an animal that eats both is an omnivore. As scientists, we are constantly making observations. I wanted to know what type of diet a giraffe would eat. I decided to conduct an experiment. I volunteered to feed the giraffe at a zoo for the day. I came with a big variety of food. I first put out a bowl of steak and the giraffe would not eat it at all. I noticed that the giraffe went over to a large tree and began to eat the leaves form the tree. I thought that maybe the meat was not high enough for the giraffe. So I put the meat in the tree. Still the giraffe did not eat the meat. Then, I thought maybe the giraffe did not like raw meat so I went ahead and cooked the meat and put it high up in the tree again. Again, the giraffe would not eat the meat. Then, I thought just maybe the giraffe did not like steak so I tried with a variety of other types of meat (chicken, fish, etc.) Still the giraffe did not eat the meat. She continued to eat only the plants that surrounded her. As a scientist what can I conclude from my observations? An animal that eats just meat is a carnivore, an animal that eats just plants is an herbivore, and an animal that eats both is an omnivore. Did the giraffe eat meat? Did the giraffe eat plants? Did the giraffe eat both meat and plants? What can I conclude from my observations? Which group do you think the giraffe fits into and why? Using the questions above, lead students through this activity multiple times using different animals and methods of determining an animals diet. Using gradual release and other examples from the internet, photos in magazines, and read-alouds do this several times with a variety of animals and then when the children are ready for the Independent test administer and use questions above on a separate piece of paper. Differentiation: if students flow through the gradual release model quicker have them come up with another story problem (In groups students can work on birds and bird seeds, dog and dog food) with an animal and food observation.

8 Unit 3 Life Science Animal Life Compare and contrast the food and water for producers and consumers (herbivores, carnivores, and omnivores) (2s lsc2b4o1 2010) This saber tooth tiger is extinct. Was this animal an herbivore or a carnivore and explain why?

9 Unit 3 Animal Life Explain how specific body structures in animals help them survive (arctic-fur/fat, desert-scales/skin) (2s lsc2b1o6b 2010) DIRECTIONS: Draw a line to show what body coverings/body structures each animal needs to survive in its habitat. rough, dry skin feathers fur and extra layers of fat smooth, wet skin fur/hair gills

10 1. A polar bear needs fur and fat in order to survive in its habitat. Please explain how these body coverings help it survive in its habitat. Explain your thinking in a sentence or two below. 2. A fish needs gills in order to survive in its habitat. Please explain how this body structure helps it survive in its habitat. Explain your thinking in a sentence or two below. 3. Choose either the polar bear or the fish and draw a picture of it in its habitat.

11 Unit 3 Life Science Describe how populations compete for food and water (adaptations of animals) (2s lsc2b4o2 2010) ***Answers will be written on a separate piece of paper. Teacher will need to make transparency or write on white board.*** Animals have many adaptations to help them live in their environments such as: migration camouflage hibernate Insert one of these words into the sentences below to make the sentence true. 1. A frog s coloring helps it hide in a pond this is a great example of. 2. Ducks often fly to warmer places in the winter time to find food this is an example of. 3. Some animals such as hedgehogs, or spend the winter in a deep sleep. Write a short answer to each question on a separate piece of paper. Be sure to explain your thinking. 4. How does camouflage help a deer during hunting season? 5. Why would a goose migrate to find food?

12 2nd Grade Science Summative Test Unit 4 Earth Science Name Weather Illustrate the stages of the water cycle (2s esc4b2o2 2010) DIRECTIONS: Draw a picture to show the stages of the water cycle. See checklist below and go over with students prior to test. Sun Yes No Teacher s Comments Shows Evaporation Shows Condensation Shows Precipitation Shows Collection

13 Unit 4 Earth Science Explain how the changes in clouds help predict the weather (2s esc4b2o5 2010) DIRECTIONS: Show the students two slides from a Power Point presentation that was created for the district. Ask the students the questions below and have them infer what the weather could be like by writing their response. 1. Looking at the picture your teacher shows you; you are about to spend the day with grandma and grandpa. Would you be better to go for pizza or on a picnic? Why or why not? Please explain your thinking. 2. Looking at the picture your teacher shows you; your gym teacher wants to have gym outside for the day. Would you be better to stay in for gym or go outside? Why or why not? Please explain your thinking.

14 Unit 4 Demonstrate/explain the use of a thermometer and a rain gauge and record the information (2s esc4b2o7 2010) DIRECTIONS: Shade the two thermometers to show the given temperatures. Show 70ºF. Show 25ºF. DIRECTIONS: Read the story below and color in the thermometer/rain gauge as needed. 1. It was 80ºF on Saturday morning. 2. It was 40ºF on Monday when I went to By afternoon the temperature had bed. When I got up the temperature had increased 10ºF. Color the thermometer decreased by 10ºF. Color the thermometer to show the afternoon temperature. to show the afternoon temperature. What kind of clothes would you wear What season would you find this kind of outside on a day like this? weather most often? CHALLENGE: Show the math equation that helped you color the thermometers above: DIRECTIONS: Teachers need to show students a rain gauge with a certain amount of water in it and have students read the rain gauge and write the amount of rain on the back of this test.

15 Unit 4 Life Science Environmental Impact Recognize how recycling, reusing, and reducing can have a positive impact on the environment (2s lsc2b4o4 2010) DIRECTIONS: Fill in the blank or choose the correct answer for each question. 1. What do you do when you use old cereal boxes to make an art project? A. reuse B. litter C. pollute 2. Which would stop air pollution? A. Driving a car everywhere B. Leaving trash on the sidewalk C. Riding a bicycle or walking 3. Soda cans can be to make new things. A. littered B. recycled C. thrown away DIRECTIONS: Use the attached web to brainstorm ways to help your environment. Then, on the lined paper your teacher gives you, write a factual paragraph about helping your environment.

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17 Unit 5 Life Science Heredity List some observable personal physical traits and specify the parent who shares those traits (2s lsc2b3o5 2010) DIRECTIONS: Color the mother brown, the father yellow, and the puppy brown. Write a sentence that describes the physical trait the puppy shares with a parent. 1. mother puppy father DIRECTIONS: 1. Draw the father s face. He has brown eyes, brown hair and freckles. 2. Draw the mother s face. She has blue eyes and blonde hair. 3. Now draw the child. The child should have one trait from each parent. 2. father mother child

18 Unit 5 Energy, Light, and Sound Recognize that sound can be created by vibration (2s psc4b3o3 2010) DIRECTIONS: Draw a picture of your favorite string or percussion instrument, like a guitar or a drum, and write a sentence telling how sound is created.

19 Unit 6 Life Science Body Systems Identify and label the following body systems (nervous, skeletal, muscular, circulatory, respiratory, digestive) and the main function of each system (2s lsc2b2o1 2010) Describe hear rate (i.e., pulse at rest during activity, and after activity) (2s lsc2b2o1a 2010) DIRECTIONS: Circle the letter of the best answer for each question. 1. Which child would have the fastest heart rate? A. a child eating lunch B. a child jumping rope C. a child taking a nap 2. Which child would have the slowest heart rate? A. a child walking a dog B. a child jumping rope C. a child taking a nap DIRECTIONS: Label the following diagrams with the correct system using the word bank below. Then on the given line write the function of each system. WORD BANK Skeletal System Nervous System Muscular System Circulatory System Respiratory System Digestive System Name of System Function of System

20 BIG IDEA TEST UNIT 4 Tommy loved summer. He liked to swim and play outside in the warm weather. He brought a bottle of water outside one day. When he went to get a drink an hour later the water was getting warm and there were drops of water on the outside of the bottle. 1. What would be a good title for this story? 2. Why did the water get warm? 3. What will happen if Tommy puts the bottle of water in the freezer overnight?

21 BIG IDEA TEST UNIT 2 Look at the pictures below and then answer the questions that follow. Plant 1 Plant 2 1. What would be a good title for this experiment? 2. Why did Plant 1 live but Plant 2 did not? 3. If you were the person taking care of Plant 2, what have you learned about taking care of plants?

22 BIG IDEA TEST UNIT 3 Bobby s puppy loved his treats. He would eat any treat Bobby gave him. Bobby s grandma asked him what his puppy s favorite treat was and Bobby wasn t sure. Design an experiment to show what the puppy likes best, biscuits or bacon strips. Draw a picture and explain how Bobby could discover what his puppy s favorite treat is.

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