2nd grade science summative test - clinton.k12.ia.us · pdf file2nd grade science summative...

2nd

Grade Science Summative Test Name ________________________

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 Number of Paper Clips

North Pole

South Pole

Center of the Magnet

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?

2nd

Grade Science Summative Test Name _________________________

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…

2nd


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

2nd


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.

2nd


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.

2nd

Grade Science Summative Test Name ____________________

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.

2nd


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.

2nd


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?

2nd


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

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.

2nd


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?

2nd



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.

Yes No Teacher’s Comments

Sun

Shows Evaporation

Shows Condensation

Shows Precipitation

Shows Collection

2nd



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.

____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2nd


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:

1. 2.

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.

2nd


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.

2nd


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

2nd


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.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2nd


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

1.

2.

3.

4.

5.

6.

2nd


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?_____________________________________________________

_____________________________________________________________

2nd



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? _____________________________________

__________________________________________________________________

________________________________________________________

2nd



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.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2nd grade science summative test - clinton.k12.ia.us · pdf file2nd grade science summative...

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