Jennifer E. Lawson 
Hands-On Science and Technology for Ontario, Grade 2 [PDF ebook] 
An Inquiry Approach With STEM Skills and Connections

Introduction to Hands-On Science and Technology for Ontario, Grade 2 1

• Introduction to Hands-On Science and Technology 2


• Program Introduction 2


• The Inquiry Approach to Science and Technology 2


• 21st Century Teaching and Learning 3


• The Goals of the Science and Technology Program 3


• Hands-On Science and Technology Strands and Expectations 4


• Hands-On Science and Technology Fundamental Concepts and Big Ideas 4


• Hands-On Science and Technology Program Principles 5


• Infusing Indigenous Perspectives 5


• Cultural Connections 7


• Land-Based Learning 7


• Technology 7


• Sustainability 7


• Program Implementation 8


• Program Resources 8


• Classroom Environment 11


• Planning Units—Timelines 12


• Classroom Management 12


• Classroom Safety 12


• Scientific Inquiry Skills: Guidelines for Teachers 12


• Observing 12


• Questioning 13


• Exploring 13


• Classifying 13


• Measuring 14


• Communicating, Analyzing, and Interpreting 14


• Predicting 15


• Inferring 15


• Inquiry Through Investigating and Experimenting 16


• Inquiry Through Research 16


• Online Considerations 17


• Addressing Students’ Early Literacy Needs 17


• Technological Problem Solving 17


• Makerspace 18

The Hands-On Science and Technology Assessment Plan 20

• Assessment for Learning 21


• Assessment as Learning 21


• Assessment of Learning 22


• Performance Assessment 23


• Portfolios 23


• Evidence of Student Achievement Levels for Evaluation 24


• Important Note to Teachers 24


• References 25


• Assessment Reproducibles 26


• Achievement Chart for Science & Technology 41

Unit 1: Growth and Changes in Animals 43

• Introduction 44


• Unit Overview 48


• Curriculum Correlation 49


• Resources for Students 51


• Websites and Videos 53


• 1 What Do We Know About Growth and Changes in Animals? 55


• 2 How Do Humans Grow and Change? 60


• 3 How Can Animals Be Grouped by Observable Characteristics? 64


• 4 What Are Some Other Ways to Group Animals? 70


• 5 How Do Animals Change Throughout Their Lives? 76


• 6 What More Can We Learn About Life Cycles? 82


• 7 What More Can We Learn About Mealworms? 88


• 8 How Can We Compare Adult Animals With Their Offspring? 93


• 9 How Do Animals Care for Their Offspring? 98


• 10 How Do Animals Meet Their Needs? 104


• 11 What Is an Animal Habitat? 108


• 12 How Do the Seasons Affect Animals? 112


• 13 How Do Humans Help and Harm Other Animals? 117


• 14 Inquiry Project: What More Do I Want to Know About How Animals Grow and Change? 123

Unit 2: Movement 127

• Introduction 128


• Unit Overview 131


• Curriculum Correlation 132


• Resources for Students 133


• Websites and Online Videos 134


• 1 What Do We Want to Learn About Movement? 135


• 2 How Can We Describe the Position of an Object? 141


• 3 How Does My Position Change? 146


• 4 How Did That Object Move? 151


• 5 How Do Balls Move? 156


• 6 How Can We Move an Object? 161


• 7 How Does Friction Affect Moving Objects? 165


• 8 How Do Ramps Make Motion Easier? 171


• 9 How Can We Move Loads More Easily? 175


• 10 How Do Wheels and Axles Work Together? 180


• 11 How Will I Design and Build a Toy Truck? 184


• 12 What Can We Learn About Other Simple Machines? 187


• 13 Inquiry Project: What Else Do I Want to Know About Movement? 191

Unit 3: Properties of Liquids and Solids 195

• Introduction 196


• Unit Overview 199


• Curriculum Correlation 200


• Resources for Students 201


• Websites and Online Videos 202


• 1 What Do I Know About Solids and Liquids? 203


• 2 What Are Solids and Liquids? 207


• 3 What Are Some More Properties of Liquids? 213


• 4 Can Liquids Mix and Stay Mixed? 220


• 5 What Happens to Sugar When It Is Mixed With a Liquid? 225


• 6 Do All Solids Dissolve in Liquids? 230


• 7 Which Materials Are Best for Absorbing Liquids? 235


• 8 How Can We Combine Solids and Liquids to Make Useful Products? 241


• 9 How Do We Stay Safe When Using Liquids and Solids? 246


• 10 How Does Water Change From a Solid to a Liquid and From a Liquid to a Solid? 251


• 11 Why Do Some Objects Float? 256


• 12 How Can I Design an Object That Floats? 262


• 13 Inquiry Project: What More Do I Want to Learn About Solids and Liquids? 268

Unit 4: Air and Water in the Environment 273

• Introduction 274


• Unit Overview 277


• Curriculum Correlation 278


• Resources for Students 279


• Websites and Online Videos 281


• 1 What Do We Know About Air and Water? 284


• 2 What Are the Properties of Air? 289


• 3 How Does Air Move Objects? 294


• 4 How Do Wind-Powered Devices Work? 300


• 5 What Are the Effects of Changes in Air Temperature? 305


• 6 What Forms of Water Are Found on Earth? 310


• 7 How Does Water Move Through the Water Cycle? 314


• 8 What Factors Help Things to Dry More Quickly? 320


• 9 What Are Sources of Safe Drinking Water? 325


• 10 How Can We Use Water Wisely? 330


• 11 How Can We Keep Our Air and Water Clean? 335


• 12 Inquiry Project: What Else Do I Want to Learn About Air and Water? 340


• References 344

Appendix: Image Banks 347
About the Contributors 358

Jennifer H. Manitowabi (she/her/hers) is an Ojibway educator and Ph D student at Lakehead University. Throughout her career in education in both Canada and the US, she has worked as a bus driver, classroom teacher, principal, and education director. Jennifer encourages all teachers to incorporate Indigenous worldviews into their lessons and find opportunities to build relationships with the First Nations of Turtle Island. Jennifer is a member of Lac Seul First Nation, where she currently resides, and can often be found creating artwork that celebrates her culture.