Sorting and testing materials
Students look closely at everyday materials like wood, metal, fabric, and plastic. They group them by how they look and feel, then test which ones work best for a job like soaking up water or holding heat.
What does a student learn in
This is the year science becomes a hands-on habit of testing ideas and gathering evidence. Students plan small experiments, like checking whether a plant grows without sunlight or water, and they sort materials by what they can see and feel. They also map the land and water around them and notice how wind and rain reshape the ground. By spring, students can run a simple test, record what they saw, and explain what the results mean.
- Plants and habitats
- Testing materials
- Land and water
- Heating and cooling
- Simple experiments
- Building and design
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Changes you can and cannot undo
Students explore what happens when things heat up or cool down. They notice that melted ice can freeze again, but a baked cookie cannot go back to dough. They also take small objects apart and rebuild them into something new.
- 3
Plants, animals, and habitats
Students grow plants to find out what they need to stay alive. They compare a pond, a forest, and a desert to see how different plants and animals live in different places.
- 4
Mapping land and water
Students build simple maps and models of hills, rivers, lakes, and coastlines. They learn that some changes to land happen fast, like a landslide, and others take a long time, like a river carving a valley.
- 5
Solving problems by design
Students act like engineers. They notice a real problem, such as wind blowing sand or water washing away soil, then sketch and build solutions. They compare different designs to see which one works best.
Mastery Learning Standards
The required skills a student should display by the end of Grade 2.
Earth and Space Sciences
| Standard | Definition | Code |
|---|---|---|
| Use information from several sources to provide evidence that Earth events can… | Students gather facts from books, videos, or other sources to show that some Earth events (like earthquakes) happen in seconds, while others (like mountains forming) take millions of years. | CA-2-ESS1-1.2 |
| Compare multiple solutions designed to slow or prevent wind or water from… | Students look at different barriers, covers, and other designs people use to stop wind or water from washing or blowing soil away. They compare how well each solution works. | CA-2-ESS2-1.2 |
| Develop a model to represent the shapes and kinds of land and bodies of water… | Students draw or build a simple map showing the land and water in a place, like hills, rivers, or lakes. The model helps them describe what the ground looks like in that area. | CA-2-ESS2-2.2 |
Engineering, Technology, & Applications of Science
| Standard | Definition | Code |
|---|---|---|
| Ask questions, make observations | Students look closely at an everyday problem, such as a backpack that breaks or a ramp that's too steep, and ask questions about it. That research helps them describe the problem clearly enough to start thinking about a fix. | CA-2-ETS1-1.2 |
| Develop a simple sketch, drawing | Students draw or build a simple model to show why shape matters. A wide base keeps something from tipping; a pointed tip helps something push through. | CA-2-ETS1-2.2 |
Life Science
| Standard | Definition | Code |
|---|---|---|
| Plan and conduct an investigation to determine if plants need sunlight and… | Students plan a simple experiment to find out what happens to plants without sunlight or water. They observe the results and draw conclusions about what plants need to survive. | CA-2-LS2-1.2 |
| Make observations of plants and animals to compare the diversity of life in… | Students look at plants and animals from different places, like a pond, a forest, or a backyard, and notice how the living things in each place are different from one another. | CA-2-LS4-1.2 |
Physical Science
| Standard | Definition | Code |
|---|---|---|
| Plan and conduct an investigation to describe and classify different kinds of… | Students sort everyday materials like wood, metal, fabric, and plastic by what they can observe: color, texture, hardness, or whether something bends or breaks. They plan a simple test, collect results, and group what they find. | CA-2-PS1-1.2 |
| Analyze data obtained from testing different materials to determine which… | Students test different materials (like wood, plastic, or fabric) to figure out which one works best for a specific job. A roof needs to shed water; a window needs to let in light. The right material depends on what it has to do. | CA-2-PS1-2.2 |
| Make observations to construct an evidence-based account of how an object made… | Students take apart a simple object and use the same pieces to build something new. They record what they notice to show that the same materials can become more than one thing. | CA-2-PS1-3.2 |
| Construct an argument with evidence that some changes caused by heating or… | Heating and cooling change materials in ways that can sometimes be undone. Students figure out which changes (like melting ice) can be reversed and which (like baking a cake) cannot, using real examples as evidence. | CA-2-PS1-4.2 |
No state assessments at this grade
Students take their next one in Grade 5.
California Science Test (CAST) — Grade 5
The grade 5 science test in the CAASPP suite, based on the California Next Generation Science Standards. Online test covering Physical, Life, Earth and Space, and Engineering science.
- When given:
- Spring of grade 5
- Frequency:
- Annual
California Alternate Assessment (CAA) for Science
The state science test for students with the most significant cognitive disabilities. Replaces the CAST in grades 5, 8, and once during high school for the small group of students whose IEP teams qualify them.
- When given:
- Spring of grade 5, 8, and once during high school
- Frequency:
- Annual at qualifying grades
Common Questions
What does science look like this year?
Students spend the year noticing how the world works and testing simple ideas. They sort materials, grow plants, build small models of land and water, and figure out which changes from heat or cold can be undone. Most lessons involve hands-on investigation, not reading about science.
How can families support science learning at home?
Ask students to explain what they noticed and why they think it happened. Cooking, gardening, building with blocks, and watching a rainstorm all count. Five minutes of real curiosity at the kitchen table does more than a worksheet.
What should students be able to do by the end of the year?
Students should be able to ask a question, plan a simple test, gather information, and share what they found. They should also be able to sort materials by properties like hard, soft, bendy, or waterproof, and explain why a material fits a job.
My child says science is just playing. Are they really learning?
Yes. Building, sorting, and testing are how young students learn to think like scientists. The thinking shows up when students explain their choices, such as why sand washes away faster than rocks, or why ice melts but a burnt piece of toast stays burnt.
How should the year be sequenced?
Many teachers start with physical science because materials and properties are concrete and build vocabulary used later. Life science fits well in spring when plants grow easily. Earth science and small engineering tasks can be woven in across the year as weather and projects allow.
Which standards usually need the most reteaching?
The reversible and irreversible change idea is tricky for students this age, since melting and freezing look very different from burning or baking. Comparing solutions for slowing wind or water also takes time, because students want to pick a favorite instead of weighing trade-offs.
What is a good home activity for plants and habitats?
Grow two bean seeds in cups. Put one in a sunny window with water and one in a dark closet with no water. Check them each day for a week and talk about what changed. A walk in a park or near water also opens up great talk about which animals live where and why.
How much writing and reading is expected in science?
Students draw, label, and write short observations more than they read long passages. Sketches of plants, simple charts of what melted or did not, and one or two sentences explaining a result are typical. Speaking and listening carry a lot of the thinking.
How do I know students are ready for next year?
Students are ready when they can plan a small investigation, record what they saw, and use that evidence to answer a question. They should also be comfortable building a model or sketch to show an idea, such as a map of a pond or a design for a wall that blocks wind.