Science Georgia Standards of Excellence

Current GPS
S2E1. Students will understand that
stars have different sizes, brightness,
and patterns.
a. Describe the physical attributes of
starssize, brightness, and patterns.

Second Grade
Proposed GSE
S2E1. Obtain, evaluate, and
communicate information about stars
having different sizes and brightness.
a. Ask questions to describe the physical
attributes of starssize and brightness.
b. Ask questions and construct an
argument that although the Sun appears
to be the brightest and largest star, it is
actually medium in size and brightness.

March 21, 2016 Page 14 of 144

Recommended GSE
S2E1. Obtain, evaluate, and
communicate information about stars
having different sizes and brightness.
a. Ask questions to describe the
physical attributes (size and
brightness) of starssize and
brightness.
b. Ask questions and Construct an
argument to support the claim that
although the sun appears to be the
brightest and largest star, it is
actually medium in size and
brightness.

Science Georgia Standards of Excellence

Current GPS

Second Grade
Proposed GSE

S2E2. Students will investigate the

S2E2. Obtain, evaluate, and
position of sun and moon to show
communicate information to develop an
patterns throughout the year.
understanding of the patterns of the sun
a. Investigate the position of the sun in
and the moon and the suns effect on
relation to a fixed object on earth at
Earth.
various times of the day.
a. Plan and carry out an investigation to
b. Determine how the shadows change
determine the effect of the position of
through the day by making a shadow
the sun in relation to a fixed object on
stick or using a sundial.
earth at various times of the day.
c. Relate the length of the day and night to
b. Design and build a structure that
the change in seasons (for example:
demonstrates how shadows change
Days are longer than the night in the
throughout the day.
summer.).
d. Use observations and charts to record
c. Represent data in tables and/or graphs
the shape of the moon for a period of
of the length of the day and night to
time.
recognize the change in seasons.
d. Use data from personal observations to
describe, illustrate and predict how the
appearance of the moon changes over
time in a predictable pattern.
(Clarification statement: Students are
not required to know the phases of the
moon or tilt of the Earth.)

March 21, 2016 Page 15 of 144

Recommended GSE
S2E2. Obtain, evaluate, and
communicate information to develop
an understanding of the patterns of
the sun and the moon and the suns
effect on Earth.
a. Plan and carry out an investigation to
determine the effect of the position of
the sun in relation to a fixed object
on Earth at various times of the day.
b. Design and build a structure that
demonstrates how shadows change
throughout the day.
c. Represent data in tables and/or
graphs of the length of the day and
night to recognize the change in
seasons.
d. Use data from personal observations
to describe, illustrate, and predict
how the appearance of the moon
changes over time in a predictable
pattern.
(Clarification statement: Students
are not required to know the names of
the phases of the moon or understand
the tilt of the Earth.)

Science Georgia Standards of Excellence

Current GPS
S2E3. Students will observe and record
changes in their surroundings and infer
the causes of the changes.
a. Recognize effects that occur in a
specific area caused by weather, plants,
animals, and/or people.

Second Grade
Proposed GSE
S2E3. Obtain, evaluate, and
communicate information about how
weather, plants, animals, and humans
cause changes to the environment.
a. Ask questions and obtain information
about major changes to the
environment in your community.
b. Construct an explanation of the causes
of a change to the environment in your
community.

March 21, 2016 Page 16 of 144

Recommended GSE
No changes made to the proposed
GSE.

Science Georgia Standards of Excellence

Current GPS
S2P1. Students will investigate the
properties of matter and changes that
occur in objects.
a. Identify the three common states of
matter as solid, liquid, or gas.
b. Investigate changes in objects by
tearing, dissolving, melting, squeezing,
etc.

Second Grade
Proposed GSE

Recommended GSE

S2P1. Obtain, evaluate, and

S2P1. Obtain, evaluate, and
communicate information about the
communicate information about the
properties of matter and changes that
properties of matter and changes that
occur in objects.
occur in objects.
a. Ask questions to describe and classify
a. Ask questions to describe and
different substances according to their
classify different substances objects
physical properties.
according to their physical
(Clarification statement: Examples
properties.
could include color, mass, length,
(Clarification statement: Examples of
texture, hardness, strength, absorbency,
physical properties could include
and flexibility.)
color, mass, length, texture, hardness,
b. Construct an explanation for how
strength, absorbency, and flexibility.)
structures made from small pieces
b. Construct an explanation for how
(linking cubes, building blocks, Legos)
structures made from small pieces
can be disassembled and then
(linking cubes, building blocks,
rearranged to make new and different
Legos) can be disassembled and then
structures.
rearranged to make new and different
c. Provide evidence from observations to
structures.
construct an explanation that some
c. Provide evidence from observations
changes in matter caused by heating or
to construct an explanation that some
cooling can be reversed and some
changes in matter caused by heating
changes are irreversible.
or cooling can be reversed and some
(Clarification statement: Changes in
changes are irreversible.
matter could include heating or
(Clarification statement: Changes in
freezing of water, baking a cake,
matter could include heating or
boiling an egg.)
freezing of water, baking a cake,
boiling an egg.)

March 21, 2016 Page 17 of 144

Science Georgia Standards of Excellence

Current GPS
S2P2. Students will identify sources of
energy and how the energy is used.
a. Identify sources of light energy, heat
energy, and energy of motion.
b. Describe how light, heat, and motion
energy are used.

Second Grade
Proposed GSE
Based on survey feedback and current
research, concepts not appropriate at
this grade level. The standard was
deleted.

March 21, 2016 Page 18 of 144

Recommended GSE
See proposed GSE.

Science Georgia Standards of Excellence

Current GPS
S2P3. Students will demonstrate
changes in speed and direction using
pushes and pulls.
a. Demonstrate how pushing and pulling
an object affects the motion of the
object.
b. Demonstrate the effects of changes of
speed on an object.

Second Grade
Proposed GSE

Recommended GSE

S2P2. Obtain, evaluate, and

S2P2. Obtain, evaluate, and
communicate information to
communicate information to
demonstrate changes in speed and
demonstrate changes in speed and
direction using pushes and pulls.
direction using a force (a pushes or a
a. Plan and carry out an investigation to
pulls).
a. Plan and carry out an investigation to
demonstrate how pushing and pulling
demonstrate how pushing and pulling
on an object affects the motion of the
on an object affects the motion of the
object.
object.
b. Design and evaluate a device to change
b. Design and evaluate a device to
the speed or direction of an object.
change the speed or direction of an
c. Record and analyze data to decide if a
object.
design solution works as intended to
c. Record and analyze data to decide if
change the speed or direction of an
a design solution works as intended
object with a push or a pull.
to change the speed or direction of an
object with a force (a push or a pull).

March 21, 2016 Page 19 of 144

Science Georgia Standards of Excellence

Current GPS
S2L1. Students will investigate the life
cycles of different living organisms.
a. Determine the sequence of the life cycle
of common animals in your area: a
mammal such as a cat or dog or
classroom pet, a bird such as a chicken,
an amphibian such as a frog, and an
insect such as a butterfly.
b. Relate seasonal changes to observations
of how a tree changes throughout a
school year.
c. Investigate the life cycle of a plant by
growing a plant from a seed and by
recording changes over a period of
time.
d. Identify fungi (mushroom) as living
organisms.

Second Grade
Proposed GSE
S2L1. Obtain, evaluate, and
communicate information about the life
cycles of different living organisms.
a. Ask questions to determine the
sequence of the life cycle of common
animals in your area: a mammal such
as a cat, dog or classroom pet, a bird
such as a chicken, an amphibian such
as a frog, and an insect such as a
butterfly.
b. Plan and carry out an investigation of
the life cycle of a plant by growing a
plant from a seed and by recording
changes over a period of time.
c. Develop a simple model that depicts an
animals role in dispersing seeds or in
the pollination of plants.
d. Develop models to illustrate the unique
and diverse life cycles of organisms
other than humans.

March 21, 2016 Page 20 of 144

Recommended GSE
No changes made to the proposed
GSE.