2nd Grade SCIENCE WORKBOOK

2nd grade
L Science Workbook
L Term 2

Name: __________________________ Class: __________

2024 Version Todos los Derechos

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UNIT 2
Animals
(continued)
† OA.1 Observe, describe, and classify vertebrates into mammals, birds,
reptiles, amphibians, and fish, according to features like: body
covering, presence of mammary glands that produce milk, and organs
for breathing, among others.

† OA.2 Observe, describe and classify through exploration the

characteristics of invertebrates like: insects, spiders,
crustaceans, among others, and compare them with
vertebrates.

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Unit 2: Animals
Hours: 40
Learning Outcomes: Identify invertebrates and their characteristics. Understand they are the most numerous types
of animals in the world.
Contents: Invertebrates
Invertebrate animals
Did you know some don't have bones inside them? We call these animals invertebrates. They can still
move around and eat. Some invertebrates are: crabs with hard shells, butterflies with colorful wings,
spiders with their eight legs and more. Some invertebrates are special and have an outside skeleton to
get protected: exoskeleton.

Insects have six legs, two antennae, and three body parts. Some can fly with wings. They live
on land and come in many different shapes and sizes.

Arachnids have eight legs and two body parts. They don't have wings.
They live on land and eat smaller invertebrates like flies.

Mollusks are soft-bodied invertebrates. Some, like snails and clams, have a hard outer shell
for protection. Octopuses do not have a shell.

Worms are special creatures without legs. They have long and soft bodies. We can
find earthworms in the soil and sea worms in the ocean.

Crustaceans are unique creatures that live in water. They have ten legs and two pairs of
antennae. Many of them have a hard shell covering their bodies. Crabs, lobsters, and shrimps
are examples of crustaceans.

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 Activity 1: Write and complete the next concept map with the types of invertebrate animals.

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Unit 2: Animals
Hours: 41
Learning Outcomes: Draw an invertebrate and label its parts.
Contents: Parts of the body of Invetebrates

Parts of the body of invertebrates

Invertebrate animals don’t have a skeletal system and backbone but they have antennae, legs
and segmented body.

Antennae Legs Segmented body Wings

Activity 1: Look at the table and complete. There is one extra space for you to draw your favourite
insect. Then compare.

In how many parts

How many Does it have
Animal How many legs? it’s the body
antennae? wings?
segmented?

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Unit 2: Animals
Hours: 42-43
Learning Outcomes: Identify external characteristics of arthropods (insects, arachnids and crabs), mollusks
(octopuses, clams and snails) and worms. Communicate orally and in writing results of the observation of
invertebrates.
Contents: External characteristics of invertebrates (arthropods, mollusks and worms): observation and recording.

Arthropods

Arthropods are invertebrates. They have an exoskeleton that protects and supports their bodies;
they have jointed legs, so they can walk. Arthropods include insects, arachnids, and crustaceans.

Insects

Insects have got six legs and two antennae. They’ve got three body parts. Some of them have got
wings because they can fly. Most insects live on land.

Activity 1: Label the parts of a fly.

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Mollusks
Mollusks are invertebrates that have a soft body. Some mollusks, for example, snails and clams have
got a hard-outer shell that protects them. The octopus hasn’t got a hard-outer shell.

Activity 2: Label the parts of the snail.

Worms
Worms are invertebrates with long, soft bodies and no legs. There are earthworms and sea worms.
Have you ever seen an earthworm in the soil? They are always producing compost. They keep the soil
healthy.

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Unit 2: Animals
Hours: 44-45
Learning Outcomes: Observe, explore and classify invertebrates according to given criteria. (arthropods, mollusks
and worms)
Contents: Experimental activity: Classification of invertebrate animals.

Activity 1: Look at the concept map. Complete with 2 characteristics of each animal.

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Activity 2: Complete the chart with the cut outs on page 11.

Insects Arachnids Mollusks Worms Crustaceans

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Unit 2: Animals
Hours: 46-47
Learning Outcomes: Illustrate the life cycle of a butterfly. Identify stages in the life cycle of a butterfly.
Contents: The life cycle of a butterfly

Life Cycles

The life cycle of a butterfly

Butterflies are invertebrates; they are insects. A butterfly goes through some stages from the moment it

is born until it dies. This is called a life cycle. The butterfly life cycle has 4 stages: Egg, Larva or Caterpillar,

Pupa or Chrysalis, and Butterfly.

Activity 1: Look and read.

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Stage Name Description

1 Eggs The life of a butterfly begins as an egg

Larva or From the egg comes larva. The larva can move and get food
2 caterpillar to grow.

The larva chooses a protected area. Then, covers itself with

3 Pupa or
silk and begins to change inside.
chrysalis

4 Butterfly A colorful adult butterfly comes out of the pupa ready to

reproduce. Once this butterfly lays eggs, the life cycle
repeats.

Habitat Butterflies live in open grass areas, woods, deserts and even
very cold areas. Their full life cycle takes place there.

Activity 2: Look and complete.

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Unit 2: Animals
Hours: 48
Learning Outcomes: List actions to protect invertebrates in the surroundings.
Contents: Actions to protect invertebrates.

How can we protect invertebrates?

Let's take care of nature! It's important to keep our environment clean and healthy for all living things.

Activity 1: Look at the pictures below and circle the ones that show people respecting the
environment.

Activity 2: Discuss with the class ways to take care of invertebrates, draw and colour two examples.

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UNIT 3

Habitats
Learning Goals:

† OA.6 Identify and communicate the effects of human

activity on animals and its habitat.

† OA.5 Observe and identify some native animals in danger

of extinction and the deterioration of their habitat

proposing measures to protect them.

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Unit 3: Habitats
Hour: 51
Learning Outcomes: Identify different kinds of habitats e.g. ocean, lake, mountain, river, trees, flower ponds, and
others and its main characteristics.
Content: Kinds of habitats and their features.

Habitats
Activity 1: Look at the following pictures. Name the habitats you know.

Activity 2: Watch the following video. Write all the different habitats from the video.

https://www.youtube.com/watch?v=byvf7jwdvOI&ab_channel=Hopscotch

1_____________________________________ 2________________________________________

3_____________________________________ 4________________________________________

5_____________________________________ 6________________________________________

Habitat

A habitat is a home for animals. It gives them food, protection, and what they need to live. Let’s listen
to the following song to learn more about habitats.

https://www.youtube.com/watch?v=5hFoZq0qgrM&ab_channel=PeekabooKidz
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Different types of habitats

Water habitats: Oceans, rivers, lakes, lagoons, and ponds are water habitats.

Ocean River Lake Lagoon

Land Habitats: Deserts, forests and poles are part of the land habitats.

Desert Forest Poles

Activity 3: Draw and write 2 land habitat and 2 water habitats.

___________________ ___________________ ___________________ ___________________

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Unit 3: Habitats
Hour: 52
Learning Outcomes: Relate the habitat with the physical characteristics of animals.
Content: Habitats and the physical characteristics for animals.

Let’s read!

All living things need air, water, food, and shelter. Plants and animals live

together in habitats. A habitat is the home of a plant or an animal. A

habitat can be small or big, cold or hot, wet or dry. Plants and animals live

in habitats where they can meet or satisfy their needs.

Different habitats - different characteristics

Big or small?
It depends on the needs of the animal or plant. There are big and small habitats in the ocean. A
whale’s habitat is a large area in the ocean while the habitat of clams is as small as a rock.

Spider Pudú

Dark or bright?
Sunlight is important for animals. Some need it to warm up and be active, while others prefer the
dark to hunt, avoid predators, mate, or escape the heat.

Owl Tiger

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Wet or dry?
Animals depend on wetlands and grasslands for food, water, and shelter. Some also survive in deserts
and extreme environments despite the challenges of heat and water scarcity.

Camel Frog

Activity 1. Relate the habitat to the following animals. Circle the correct option.

This is a woodpecker.

It lives in the ocean / forest.

It needs a big / small size habitat to live.

It lives in a wet / dry type of habitat.

This animal needs a bright / dark habitat.

This is a shark.

It lives in the ocean / forest.

It needs a big / small size habitat.

It lives in a wet / dry habitat?

This animal needs a bright / dark habitat.

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Unit 3: Habitats
Hour: 53-54
Learning Outcomes: Predict the impact of habitat destruction for the survival of the animals living in it.
Content: Negative impact of habitat destruction for the survival of animals.

What actions are destroying animals’ habitats?

Activity 1: Read the following letter and choose the correct alternative.

Hola:

Soy Biulú, un picaflor de Juan Fernández, y te quiero contar algo. Yo vivo en la isla
Juan Fernández donde encuentro muchos arbustos cargados de flores de las que me
alimento. Las personas, al poblar la isla, han cortado los arbustos, lo que ha
disminuido el alimento disponible. Ellos están destruyendo mi hábitat natural. Esto
ha hecho que cada vez seamos menos los picaflores de Juan Fernández. Estamos
casi en peligro de extinción, es decir, en riesgo de desaparecer del planeta.
Mis amigos, la ranita de Darwin, el huemul y el cóndor también corren el
mismo riesgo. ¿Nos puedes ayudar?
Te saluda con cariño, Biulú.
dfvdfvvdfv

1) Where does Biulú live?

a. Puerto Natales
b. Isla Juan Fernández
c. Concepción

2) What does Biulú eat?

a. Candies
b. Leaves
c. Flowers

3) What wrong action are people doing in the island?

a. Cutting the bushes and trees
b. Singing and dancing
c. Telling Biulú to go away

4) What is happening to hummingbirds in the island?

a. They are disappearing
b. They are happy
c. They are going somewhere else
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Unit 3: Habitats
Hour: 55
Learning Outcomes: Communicate actions or measures to protect habitats.
Content: Habitat protection

Activity 1: Cross out (X) the actions that are destroying the environment.

Activity 2: Draw and write 2 ways to avoid fires in Chilean forests.

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Unit 3: Habitats
Hour: 56
Learning Outcome: List and describe human activities that impact animals and their habitats.
Content: Human activities e.g. oil spills causing environmental pollution.

Air, water, and land pollution

Activity 1: Watch this video https://goo.gl/zMDzNK and discuss why he is coughing.
Pollution
There are three main forms of pollution: air, water, and land.
Air Pollution
Dangerous gases from factories, cars, and buses pollute the air.

Water Pollution
Waste such as oil and dishwashing detergents pollute water habitats. Do not throw oil into the sink
or litter in the water.

Land Pollution
Litter or waste is taken to landfills. Litter contaminate the soil so it is very important to reduce the
amount of litter we throw away. Litter can destroy the habitats of plants and animals.

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Unit 3: Habitat
Hour: 57-58
Learning Outcomes: Research the interaction between a habitat and an animal describing conditions for its
survival.
Content: Experimental activity: The conditions for animals’ survival in a habitat. (Worm experiment)

Experimental activity
Materials

Large transparent plastic bottle Dead leaves Soil

Sand Water Earthworms
Plastic Food wrap Black construction paper and masking tape Magnifying glass

Prediction
What are the elements an earthworm needs to live?
_____________________________________________________________________

Procedure
1. Ask an adult to cut off the top of the plastic bottle.
2. Fill the bottle with layers of soil, sand, and powdered chalk. The top layer should be soil.
3. Add 4 teaspoons of water to the soil.
4. Add dead leaves.
5. Add 3 or 4 earthworms.
6. Cover the bottle with food wrap.
7. Tape the black construction paper around the bottle.

Notes:
● Add 2 teaspoons of water each day to keep the soil wet.
● Make sure you don't put the bottle into direct sunlight.

Observe and answer: (Use a magnifying lens to observe the worm.)

a. What are earthworms like? Draw.

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b. What characteristics does their habitat have? Draw.

c. Complete the chart about the earthworm.

Has it got any Has it got What shape What colour Has it got
legs? any eyes? has it got? is it? any bones?

CONCLUSION
After two weeks remove the construction paper from the bottle and observe. Discuss and compare
your results.

1. What do earthworms need to live?

___________________________________________________________________________________

2. Can you identify the layers of soil, sand, and powdered chalk?
__________________________________________________________________________________________________

3. What do you think it happened?

___________________________________________________________________________________

4. What happened to the leaves?

___________________________________________________________________________________

5. Are earthworms important for our planet? Why? or Why not?

___________________________________________________________________________________

WELL DONE!!
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Unit 3: Habitats
Hour: 61-62-63 - 64
Learning Outcomes: Identify Chilean native animals in danger of extinction per region. Propose measures to protect
animals in danger of extinction and their habitats.
Content: Chilean native animals in danger of extinction

Habitat
A habitat is the place where a living thing spends its life cycle. The habitat provides food, protection
and the right combination of light, air and water.

Activity 1: Match with a line the animal and its habitat.

Cóndor

Zorro Culpeo

Araucaria

Penguin

Puma

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Activity 2: Look at the pictures. Write the number of the pictures above in the correct place on the
chart below.

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Activity 3: How can we protect animals that live in the following places? Write one idea.

Ocean:

1.
____________________________________________________________________________________

____________________________________________________________________________________

Forest:

1.
____________________________________________________________________________________

____________________________________________________________________________________

Activity 4: Make a poster about one of the following endangered animals in Chile.

Pingüino de
Humboldt Ciervo volante Vicuña Loro Tricahue Huemul

- Bring information from your house.

- Write as a title: “Endangered Chilean animal”
- Write the name of the animal.
- Write and draw the place it lives.
- Mention the type of habitat (dry – wet – dark – bright – big – small).
- Mention one way in which we can protect this animal.
- Colour and present to the teacher.

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UNIT 4
Water

Learning Goals:

† OA9 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.

† OA11 Describe the water cycle in nature, regarding water as a valuable

resource and proposing caring and saving measures. (OA11)

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Unit 4: Water
Hour: 65-66
Learning Outcomes: Give examples of how water flows. (Demonstrative activity) Recognize characteristics of water
like: it's odorless, tasteless, colorless.
Content: Characteristics of water.

Characteristics of water

Does water flow?

Activity 1: Draw and color one more example of flowing water.

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Unit 4: Water
Hours: 69-70
Learning Outcome: Discover through an experimental activity that water takes the shape of its container.
Contents: Experimental activity: What's the shape of water?

Project: “Shape of Water”

Materials
• 4 transparent containers of different sizes and different shapes.
• Water

Procedure
a. Number the containers 1 to 4.
b. Pour water into each container.
c. What shape has the water got in containers 1 and 2 got? Draw.
Container 1 Container 2

d. What shape has the water got in containers 3 and 4.

Container 3 Container 4

e. Pour the water from container 4 to container 3. What shape has it got now?

______________________________________________________________________________.

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

______________________________________________________________________________.

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Unit 4: Water
Hours: 69-70
Learning Outcome: Predict the capacity of water to dissolve different substances (salt and sugar). Record results from
an experiment.
Contents: Experimental activity: What's the shape of water?

Project: “Dissolving substances in water”

Activity 1: Can water dissolve substances? Listen to your teacher and bring the materials requested.

Materials:

Procedure example:

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REPEAT with each ingredient and take notes.

Answer: So can water dissolve substances?

Yes No

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