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Science Workbook

2nd grade – 3rd Term

Name: _________________________________ Class: __________

2019 Version Todos los Derechos Reservados www.almondale.cl


2ndGrade SCIENCE WORKBOOK

Instructions

Write Draw Read Tick

Draw a line Complete Think Cross

Let’s talk! Listen Cut Paste

Answer Label Look Watch (a


video)

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2ndGrade SCIENCE WORKBOOK

UNIT 5
Water
Learning Goals:
 Observe and describe through experiments some
characteristics of water such as: it flows, it takes the
shape of the container, it dissolves some solids (e.g.
sugar and salt), it is colourless, tasteless, and odourless,
and changes in temperature cause it to evaporate
or freeze. (OA9)

 Identify and compare through exploration the three


states of water: liquid, solid and gas. (OA 10)

 Describe the water cycle in nature, regarding water


as a valuable resource and proposing care and
saving measures. (OA 11)

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Unit 5: Water
Hour: 73- 74 -75-76-77
Learning Outcome: Carry out an experiment to show water takes the shape of its container, dissolve
water in different substances. Recognize water as odourless and colourless.
Record results from an experiment.
Contents: Characteristics of water: it flows.

Water

1 Where can you find water? Tick.

2 Complete.

I can find water in ________________________, ___________________,

______________________________ and in _________________________.

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What do you use water for? Draw, colour and write.


3

I brush my teeth.

__________________________________________

__________________________________________

 Water is very important in our lives every day.

 We use water for drinking, brushing our teeth,

cooking, and many more things.

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Experiment time!

Materials

 Transparent cup

 Some water

In pairs do the following:

1. Pour water in a clean and transparent cup.

2. Using your senses, answer the following questions.

1. What colour is water?

___________________________________________________________

2. Does it smell?

_______________________________________________________

3. Drink a little water. How does it taste?

____________________________________________________________

Characteristics of water

It is colourless. It has It doesn’t have It doesn’t have a smell.


no colour. flavour. It is insipid. It is odourless.

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Does water flow?

In nature, rivers flow into


In the kitchen, water flows
the ocean.
from the faucet into the sink.

4 Draw and colour one more example of flowing water.

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Class experiment!!! (led by the teacher)

Materials

 4 transparent containers different sizes and different shapes.

 Water

Procedure

1. Number the containers 1 to 4.

2. Pour water into each container.

3. What shape has the water in containers 1 and 2 got?

4. Draw the shape of the water in containers 3 and 4.

Container 3 Container 4

5. Pour the water from container 4 to container 3. What shape has it

got now?

6. Does water take the shape of the container again?

_________________________________________________________________________

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QUIZ TIME

1 Tick the properties of water.

It is odourless It is tasteless It is transparent

It has a colour It flows It doesn’t flow

It has a taste It is colourless It has a smell

It adapts its shape It doesn’t adapt its shape

2 Read and complete. Use the words from the box.

transparent … . adapts … flows … odourless colourless


tasteless

Water

It has no taste or It has no It __________


smell. this means You can see colour. This to the
that it is through it. container it is
means it is
this means in, and it can
_____________
that it is _________
and
___________ ____________
_____________

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Unit 5: Water
Hour: 78-79-80
Learning Outcome: Observe water changes. Record results from experiments
Contents: Observing water changes from one state to another

Does water change?


A class experiment!

Your teacher will show you an ice cube in a container.

1 Draw and write what you see.

It is an _________________________

It is ____________________________

It is ___________________________

It doesn’t flow / it flows.

It has got a shape / it hasn’t got a shape.

Now your teacher is going to put the ice cube near a candle.

2 Draw and write what you can see.

It is an _________________________

It is ____________________________

It is ___________________________

It doesn’t flow / it flows.

It has got a shape / It hasn’t got a shape.

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Let’s read!
3

Water changes all the time. For example, it changes from

liquid to vapour or from solid to liquid.

All changes depend on how hot or cold it is the

environment.

4
Look at the pictures. Answer the question below.

13:00 14:00 16:00

How is water at each time?

13:00 14:00 16:00

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Can water dissolve substances?

Experiment time!

Materials

 Powered juice

 A plastic bottle with water

 A plastic cup

 A spoon

Procedure

1. Put some water in the plastic cup.

2. Add powder juice to the cup and stir.

Observe and answer.

3. What colour is it now?

______________________________________________________________

4. How does it taste now?

______________________________________________________________

5. Is its shape the same?

______________________________________________________________

Now, experiment dissolving rice, oil, and sand.

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Let’s review!!
Write a list of the characteristics of water in the ‘My notes’ section of the
workbook. Your teacher will help you.
Collaborative work
Get in groups of 4.
Task: Create a poster about one characteristic of water. Draw and
colour 4 examples that represents it.
Example:

It flows

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Homework

Complete the Venn diagram. Use the words from the box.
4

It is transparent – it is colourless – it is odourless – it has got a

shape – it hasn’t got a shape – it adapts its shape to

the container – it doesn’t adapt the shape to the container –

it flows – it doesn’t flow

Solid water Liquid water

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Unit 5: Water
Hour: 81-82
Learning Outcome: Identify the physical states of water and give example from the environment
and daily life. Carry out experiments on the physical states of water.
Contents: States of water. Examples of water in different states found in the environment.

Water all around!!

Experiment time!

Join in groups of four students.

Each group will need:

- An ice cube. - A plastic plate.

- A bottle of water. - A kettle (your teacher will bring it).

Procedure:

1 Place the ice cube on the plate. Draw what you see.

Now your teacher will boil water.

2 Look at the vapour coming out of the kettle. What is that?

a) It is gas coming out. b) It is liquid coming out.

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Look at the ice cube again. Why is there water around the ice
3
cube? Where did it come from?

There is water because_________________________________________

It came from __________________________________________________

4 With your family prepare a poster representing what happened

with water in both cases and share the poster with your

classmates.

Follow the example:

5 Let’s read!!

Water is found in three states:

Solid Liquid Gas

We see water in its different states in our daily life.

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Look at the pictures. Write your answers.


6
What is it? What state?

vapour gas

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Unit 5: Water
Hour: 84-85
Learning Outcome: Identify the location of water on Earth and in the body of living things.
Contents: Location of water on Earth and on living things.

Where is water on Earth?

1 Look at the following picture and answer the questions below.

1. Is this a natural landscape or a cultural landscape?

_____________________________________________________

2. Is there any water in the picture?

______________________________________________________

3. Is it fresh water or salt water?

_______________________________________________________

4. Is the lake water?

______________________________________________________

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5. Is the snow water? Why?

______________________________________________________

6. Are clouds water? Why?

______________________________________________________

2 Let’s read!

Most of our planet is covered with water. Salt water is in oceans and

seas. We can find fresh solid and liquid water in rivers, lakes, streams,

snow, icebergs and rain. In clouds we find water vapour.

Can we drink salt water? ___________________________

Can we drink fresh water? __________________________

We can only drink ___________________________________

Look at the picture. Complete the sentences below.

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1. We find liquid salt water in the _______________________________.

2. We find water vapour in the _________________________________.

3. ______________________ falls from the clouds in the form of liquid

water.

4. We find solid water in __________________________.

5. We find liquid fresh water in __________________________.

6. _____________________ is solid fresh water.

8 Watch the video ‘How much water is on Earth?’ at


https://urlzs.com/eLbFU

Answer and draw,

Water on Earth is mostly solid, liquid or gas?

__________________________

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Unit 5: Water
Hour: 86
Identify the location of great quantities of liquid and solid water in the different regions in Chile
Contents: Solid and liquid water in Chile.

Water in Chile

1 Look at the map of Chile and answer.

A) Where can we find water?

a) In the north

b) In the south

c) All along Chile

B) What states of water can you see on the

map?

a) Gas and liquid b) Solid and liquid

C) Where can you find a great quantity of

solid water?

a) In the central zone

b) In the Antarctic

c) In the northern zone

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Analyse the cut-outs on page 60 and paste them in the correct


2
zone of Chile. Note: The north of Chile is HOT, the
centre is HOT AND COLD and the south
is COLD.

Northern zone

Central zone

Southern zone

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Unit 5: Water
Hour: 87- 88-89
Learning Outcome: Explain the water cycle stages and how water flows on Earth
Contents: The water cycle

Where does water come from?

What is a cycle?

A cycle is a process that starts, finishes and starts

again constantly.

1 Look at these examples.

Can you name more examples?

____________________________________________________________________

____________________________________________________________________

Watch the following video ‘The Water Cycle- How rain is formed’ at
https://goo.gl/ONzLHP

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The water cycle

When it rains, water falls from the sky. This is called PRECIPITATION.

Rainwater goes into streams. Stream water goes into rivers. River water

goes into seas and oceans.

When it’s sunny, the ocean water gets warm. Some water goes up into

the sky. This is called EVAPORATION. The water in the sky makes clouds.

This is called CONDENSATION. Then it rains and the cycle starts again.

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1 Colour and label the stages of the water cycle.

2 Order the sentences according to the water cycle.

It rains again.

River water goes into the ocean.

It rains.

It’s sunny and the ocean gets warm.

Stream goes into rivers.

The water goes up into the sky and makes clouds

Rainwater goes into streams.

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In pairs make a model of the water cycle.


3

Materials

 Paper plate

 Cotton

Instructions

1. On the paper plate draw the water cycle. Use cotton and felt tips.

2. Write the different stages.

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Unit 5: Water
Hour: 90-91
Learning Outcome: Recognize the importance of water as a natural resource. Illustrate actions that
promote water care and saving.
Contents: Importance of water as a natural resource.

Is water important for living things?

All living things need water to live.

3 Observe the following pictures. Tick (√) the actions that protect

water and cross (X) the actions that don’t. Write.

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Water is a vital natural resource for all living things. Without water, we

could not live. Plants do not survive without water either. As you know

water is always moving around the planet, but we have to take care

and use it properly.

Why do we have to take care of water?

Because __________________________________________________________

Name two ideas to use water properly.

___________________________________________________________________

___________________________________________________________________

1 How should they use water correctly? Draw your answer.

Correct
use

Correct
use

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Correct
use

Correct
use

We must start saving water today!!!

Let’s save water!!!!

Get in groups of four (4).

Task: Create a poster presenting three (3) ways to save water.

Materials:

 Kraft paper

 Tempera painting

 Felt tips

 Cut-outs

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UNIT 6
Weather
Learning Goals:
 Recognize and describe some characteristics of the
weather like precipitation (rain, hail, and snow), wind
and temperature among others and its changes
throughout the year. (OA 12)

 Measure some characteristics of the weather by


building and using some technological instruments
useful in their community such as: thermometer, a rain
gauge, or a weathervane. (OA 13)

 Describe the relationship between changes in


weather and the seasons of the year and its effects
on living things and the environment. (OA 14)

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Unit 6: Weather
Hour: 93-94-95-
Learning Outcome: Recognize elements of weather elements (rain, temperature, clouds and wind).
Contents: Elements of weather

What is Weather?
1 Answer.
a. Look outside the window. What’s the weather like today?

It’s _________________________________________________

b. What season are we in now?

We are in ___________________________.

c. What season is it?

1. _________________________

2. _________________________

3. _________________________

4. _________________________

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With the help of your teacher observe the weather forecast in


2
a newspaper or online. Complete the following chart.

City What’s the weather like in …..

Arica?

La Serena?

Santiago?

Punta Arenas?

Concepción?

3 Complete the following sentences.

1. In Arica, the weather is _________________and ____________ today.

2. In Punta Arenas, it is __________________ and ___________________.

3. It’s _________________ and ___________________ in Concepción.

Weather changes through the year. Sometimes it’s very

sunny and hot; sometimes it’s very cold

and rainy .

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What are weather elements?

What do these pictures tell you about the weather? Write one word.

_______________________________ ________________________________

_____________________________________ _________________________________

______________________________ _______________________________

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Let’s read!

Weather is the combination of four (4) different elements - snow or rain,

wind, sunlight and clouds, and temperature – that happen in a specific

place at a specific time.

Temperature is one of the elements of weather. Temperature is how

warm or cold it is outside. Sunlight and clouds are a second element.

Wind, the movement of air across Earth’s surface, is a third element of

weather. Winds may be mild or strong. Precipitation is a fourth element

of weather. Precipitation may come in many forms, including rain, snow,

or hail.

Weather changes all the time because the combination of these

factors constantly changes too.

Meteorologists are the scientists who study the weather. Would you like

to be a meteorologist when you grow up?

Highlight (√) the elements of weather.

Rain Wind Leaves on trees

Temperature Number of animals Clouds

The colour of plants Number of people at Sunlight


the beach

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Unit 6: Weather
Hour: 96-97-98
Learning Outcome: Identify different instruments (thermometer, rain gauge, and weather vane) to
measure some weather elements.
Contents: Instruments to measure weather elements.

Is it hot or cold?

Temperature is how hot or cold it is outside. We measure temperature

with a thermometer.

These are different types of thermometers. They measure the

temperature of objects, people, and the environment.

This thermometer shows


This thermometer shows
high temperature. It is
low temperature. It is
hot.
cold.

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1 When does a thermometer show higher temperature? Tick.

Day time AT night

In the snow At the beach

Winter Summer

Cold water Hot water

Rain, snow or hail?

Precipitation comes in many forms, including rain, snow, or hail.

_________________________ ____________________________

_______________________
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How do we measure precipitation?

The rain gauge is used to measure precipitation. It shows the amount of

water, like rain, hail or snow, which falls in a certain place.

On a rainy day, this instrument


collects water from rain and shows
the amount of rainfall.

When does it rain the most in the Bí


o Bí
o Region?

____________________________________________________________________

Clouds and the wind

We see clouds in the sky almost every day. They sometimes block out

the Sun. They are white or grey. They are made up of liquid or solid

water.

Why do clouds move?

They move because of the wind. Wind is air in motion. It may be mild or

strong. It blows in different directions.

How can we measure the direction of the wind?

We can measure the direction of the wind with a weather

vane.

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Look at the picture. Circle the weather instruments that you can
4
see.

5 Complete the sentences with one of the words in the box below.

temperature - precipitation - clouds - wind - sunlight

1. ____________________________ is solid or liquid water that falls from

clouds.

2. ____________________________ is air in motion that has a direction

and a speed.

3. ___________________________ is energy from the Sun that give us

high temperature.

4. ____________________________ is how hot or cold it is outside.

5. ____________________________ are made up of liquid or solid water.

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Unit 6: Weather
Hour: 99-100-101
Learning Outcome: Identify characteristics of seasons.
Contents: Characteristics of seasons of the year.

Is the weather different in each season?


Let’s review!!
1 Write the names of the seasons.

2 Draw an activity you can do in each season.

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Look at the picture and calendar and do the following activities.


3

1. Circle blue the months that rain the most. Do they match with

winter? ___________________________________________________

2. Circle in red the hottest months. Do they match with summer?

____________________________________________________________

3. Circle in orange the months when leaves fall from trees.

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Seasons and months


4
Draw a red line around summer months.
Draw an orange line around autumn months.
Draw a blue line around winter months.
Draw a green line around spring months.

5 Complete.

1. We are in ____________________________.

2. January is a __________________________ month.

3. July is a _____________________________ month.

4. April is an ___________________________ month.

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Does weather from season to season?

T_____________________is the
warmest season and has the
longest days. There is very little
wind and almost no rain. There
are lots of fruits to eat.

In _____________________, the
weather gets cooler. There is
some rain and wind. Leaves
change colours and fall off
trees.

In ___________________, It rains
a lot. It’s very cold and windy.
We see more grey clouds in the
sky. Trees are bare and
dormant.

In ___________________________
temperatures start to rise so
flowers and plants grow and
bloom, seeds germinate, .and
many baby animals are born.

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5 Draw the sky in each season. Write one sentence about it.

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

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5 Choose a season. Draw and colour. Include the four (4) weather

elements. Write two (2) sentences about your drawing.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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Unit 7: Weather
Hour: 102-103-104
Learning Outcome: Relate weather and their effects on people and the environment.
Contents: Seasons and their effects on people and the environment

How does weather affect us?

1 What clothes do you wear in each season? Write A for autumn,

W for winter, SP for spring and Su for summer.

Autumn Winter Spring Summer

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2 Complete.

1. I wear _________________ and ________________in summer.

2. I wear ________________ and _________________ in winter.

3. My friend wears ________________ and _________________

in spring.

4. My mother wears _________________ and ________________

in autumn.

3 What are you wearing today? Draw and colour. Write two

(2) sentences.

________________________________________________________

________________________________________________________

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What activities can you only do in the summer? Draw and colour
4
two (2) activities.

Effects on animals

Animals also do different activities in different seasons. Changes in

temperature and precipitations affect them the most.

Migrations

Some animals migrate that is they move

to warmer places for

the coming winter, for

example, the swallow.

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Hibernation

Some animals sleep all winter to escape from low

temperatures. They stay in a safe place until

winter ends. Bears and

hedgehogs hibernate.

Reproduction

Most baby animals are born in spring because the weather is good for

them to grow.

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Homework

4 Complete the crossword with the correct season or weather

conditions. Use the clues in the box.

Across Down

2) Weather condition in which 1) Weather condition in which

water is in a gas state. there is a lot of sunlight.

3) A lot of wind. 3) A very cold season.

5) A very hot season. 4) A windy season.

6) Weather condition in which 5) A warm season.

water is in a liquid state.

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My notes

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