Science 2 Basico III Trim 2016 (V16)

SCIENCE WORKBOOK
2nd GRADE
3rd TERM
NAME: ________________
CLASS: ______________
3rd Term 2016 Version
2nd Grade 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)
Page 2 of 58

Unit 5: Water
Hour: 73- 74
Learning Outcome: Give examples of how water flows / experiment. Carry out an experiment to
show water takes the shape of its container.
Contents: Characteristics of water: it flows.
Water
Characterictics of water:
It is colourless, that
means it has no
colour.
It doesnt have
flavour so it is insipid.
It doesnt have a smell,

so it is odourless.
Water is one of the most important elements that we need in our lives every
day.
We need water for everyday activities like brushing our teeth and having a
shower.
Page 3 of 58
Water flows, thats the capacity to be transported from one place to

another.
When you turn on the water, it

flows through the sink.
When ice melts in the mountains,

it flows forming rivers.
Activity:
Draw and colour one more example of flowing water.
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Water flows.
Experiment time!
Carried out by the teacher
You will need:
-3 containers with different shapes.
-3 plastic cups with holes at the base.
-Some dry soil, some sand and some small stones.
-A bottle with water (500ml)
Procedure:
Put dry soil in cup n1, sand in cup n2 and small stones in cup n3.
Put each cup in a different container.
Fill each cup with water and hold them 5 centimetres from the container.
Take the time to see how much time it takes each cup to lose the water.
Register the information in the chart below.
Cup 1: dry soil
Cup 2: sand
Cup 3: small stones
_____ seconds
_____ seconds
_____ seconds
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Answer the questions: Use full sentences.
1. Which cup loses the water in the shortest period of time?

_________________________________________________________________________
2. Why do you think water fell from the cups?
_________________________________________________________________________
_________________________________________________________________________
3. Does its shape change or adapt to the container?
_________________________________________________________________________
4. Put water in another container. Does water adapt its shape again?
_________________________________________________________________________
Page 6 of 58

Unit 5: Water
Hour: 75
Learning Outcome: Predict the capacity of water to dissolve different substances (salt and sugar).
Record results from an experiment.
Contents: Experiment on the characteristics of water.
Water dissolves some substances.

Water is a dissolvent. This means it dissolves solids to create a mixture.
Would you like to see that?
Form in groups of four
Each group will need:
3 transparent plastic cups.
1 spoon of sugar, 1 spoon of salt and 1 spoon of rice.
A bottle of water (500ml).
1 spoon.
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Lets make predictions!
How do you think the materials will react? Will they dissolve?
I think the _____________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Lets find out!
Procedure:
1. Add sugar to cup n1, salt to cup n2 and rice to cup N3.
2. Mix them with the spoon.
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Answer the questions.
1. What happens when you mix sugar and salt with the spoon?
________________________________________________________________________
2. Do the three different materials react in the same way?

_________________________________________________________________________
3. What happens with water, does it have any physical change?

_________________________________________________________________________
Page 9 of 58

Unit 5: Water
Hour: 76
Learning Outcome: Recognize water as odourless and colourless.
Contents: Characteristics of water.
Characteristics of water.
QUIZ TIME
Circle the correct answer.
1. Does water have any taste?

a) No, its tasteless.
b) Yes, its sweet.
2. Does water have a colour?

a) Yes, its blue.
b) No, its colourless
3. Can you smell water?

a) Yes, its got a delicious smell.
Remember!
b) No, its odourless.
Water
It is colourless, that
means it has no
colour.
It doesnt have a
smell, so it is odourless.
Page 10 of 58
Activity 1:
Tick the characteristics of water.
It is odourless
It is tasteless
It is transparent
It has a colour
It flows
It doesnt flow
It has a taste
It is colourless
It has a smell
It adapts its shape
It doesnt adapt its shape
Activity 2:
Read and complete. Use the words from the box.
transparent
adapts
flows
odourless
colourless
tasteless
Water
It has no taste
or smell. this
means that it
is
_____________
and
_____________
You can
see
through it.
this means
that it is
___________
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It has no
colour. This
means it is
___________
It __________
to the
container it is
in, and it can
____________

Unit 5: Water
Hour: 77
Learning Outcome: Observe water changes from liquid to gas and from solid to liquid. Record
results from an experiment.
Contents: Observing water changes from one state to another
How water transforms.

Look at the picture. Answer the questions.
What is the physical state of the water on each plate?
13:00
14:00
Complete with: gas, solid or liquid.
Page 12 of 58
16:00
Its time to think!

Your teacher will present an ice- cube in a plastic container. Observe what
happens and draw.
1. The ice-cube is a ___________________.
2.
After
been
exposed
to
temperate
conditions it becomes ___________________.
Hypothesis time!
Think what would happen to a container with water if you put it in the
freezer.
Complete and draw your hypothesis:

1. Water will transform into _____________________
2. Will it obtain the shape of the container?
_____________________________
Page 13 of 58
Family activity
In your home prove your hypothesis by putting a plastic container filled with water
in the freezer.
Observe the bathroom after you take a shower. Ask a member of your family to
explain why the room is wet.
Next class you will have to explain your findings to the rest of the class!
Draw your conclusions about water.
Page 14 of 58

Unit 5: Water
Hour: 78
Learning Outcome: Communicate and present orally and in writing the observations carried out
about the characteristics of water.
Contents: Communicating orally and in writing results from observations on states of water.
Now, present orally the observations

of the family activity
Complete the sentences.
1. The water becomes _________________ because it is exposed to a lower

____________________.
2. If the water is cold and its exposed to a higher temperature, the water will
become __________________.
3. If the water is cold and its exposed to a temperature below 0, the water will
become _______________________.
Write what did you learn ________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________________________________
Page 15 of 58

Unit 5: Water
Hour: 80-81
Learning Outcome: Identify the physical states of water. Give examples of water in different states
in the environment.
Contents: States of water. Examples of water in different states found in the environment.
Water changes
Water can have different states:
Solid
Liquid
Gas
We can see water in its different states every day in our daily life.
Activity.
Look at the picture. Write L in the circles with water as LIQUID, S with water as
SOLID, and G with water as GAS.
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Liquid state of water
Water is in a liquid state
when it is in room temperature (not cold nor
hot). In this state, water can adapt to the shape of the recipient which it is in and
flows from one place to other.
Solid state of water.
Water can freeze and form ice
in very low temperatures. When water is
exposed to low or decreasing temperatures, it freezes and changes from liquid

state to solid state.
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Gaseous state of water

The third state in which we can find water is gas
and it cannot be seen so
easily. This state is produced when liquid water is exposed to high or increasing
temperatures and becomes gas/vapour.
Activity.
Draw situations where you find the three states of water in your house.
Page 18 of 58

Unit 5: Water
Hour: 82-83
Learning Outcome: Carry out experiments on the physical states of water. Record results from an
experiment. Communicate the information gathered and the results of the experiments on the
states of water.
Contents: Experiment on the states of water. Communicating information gathered and results of
the experiments on states of water
Experiment time!
Join in groups of four students.

-An ice cube.
-A bottle of water.
-A plastic plate.
-A kettle (your teacher will bring it).
Procedure:
1. Place the ice cube on the plate. Draw what you see.
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2. Now your teacher will boil water.

Look at the vapour coming out of the kettle. What is that?
a) It is gas coming out.
b) It is liquid coming out.
3. Look at the ice cube again. Answer.

Why is there water around the ice cube? Where did it come from?
There is water because_________________________________________
It came from __________________________________________________
Prepare a poster representing what happened with water in both cases and
tell your answers to the class. Each group will receive Craft paper and you
can use your felt tip. Use a lot of colours!
Use the examples as guidance:
Page 20 of 58

Unit 5: Water
Hour: 84
Learning Outcome: Compare and classify physical states of water.
Contents: Classification of physical states of water.
Lets practice!
Activity1: Write an S next to water as a solid, an L next to water as a liquid,
and a G next to water as gas.
Hot Summer
Glacier
Ocean
Snow
Clouds
River
Activity 2: Complete the sentence:

In nature, water can be found in three states:
__________________ , __________________ and _____________________ .
Page 21 of 58

Unit 5: Water
Hour: 85
Learning Outcome: 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
Look at the map of Chile.

1. Where can we find water?
a) In the north
b) In the south
c) All along Chile
2. What states of water can you see in the map?

a) Gas and liquid
b) Solid and liquid
3. 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 56 and paste them in the correct zone of Chile.
Northern zone
Central zone
Southern zone
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Note: The north of Chile is

HOT, the centre is HOT AND
COLD and the south is
COLD.

Unit 5: Water
Hour: 87
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.
Location of water on Earth.

Lets talk!
What do you know about water?
Where can you find water?
Activity: Look at the picture. Write the names of the locations of water
1) __________________________
2) __________________________
3) __________________________
4) __________________________
5) __________________________
6) __________________________
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Water in the body of living things.
About 70% of the earth's surface

is covered with water.
The oceans
glaciers
rivers
Do you think there are water in living things bodies?

Look at the following picture:
Page 25 of 58
water
Water is in our bodies.

A newborns body has got about 80% of water.
Adult peoples bodies are compound of about 70% water.
All living things need water. Animals and plants need water to live and their
bodies are compound of water, too.
Page 26 of 58

Unit 5: Water
Hour: 88- 89
Learning Outcome: Define cycle. Draw and label the water cycle.
Contents: Cycles in animals and machines. Water cycle stages.
What is a cycle?
A cycle is a process that starts; finishes and start again constantly.
What types of cycles do you know?
Look at the picture and describe:
This is the cycle of an

_________________
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Watch the following video:

https://goo.gl/ONzLHP
ocean
Do you know where water comes from? 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 its 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 again and the cycle starts again.
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Activity: Look at the picture and circle the correct word.
1. Evaporation /
Precipitation
5. Ocean / River
2. River / Stream
6. Moon / Sun
3. Precipitation / Evaporation
4. River /Stream
Order the sentences according to the water cycle:
It rains again.
Rainwater goes into streams.
River water goes into the ocean.
Its sunny and the ocean gets warm.
It rains.
Stream goes into rivers.
The water goes up into the sky

and makes clouds.
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Unit 5: Water
Hour: 90
Learning Outcome: Explain how water flows on Earth.
Contents: Water movement on Earth.
Look at the picture and write the words.
5
3
4
1. __ __ __ __ __ __ __ __ __ __ __ __ __
4. __ __ __ __ __
2. __ __ __ __ __ __
5. __ __ __ __ __ __ __ __ __ __ __
3. __ __ __ __ __
6. __ __ __
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Complete the sentences:

1. The rain __ __ __ __ __ from the sky.
2. Rainwater goes into __ __ __ __ __ __ __ .
3. Stream water goes into __ __ __ __ __ __ .
4. River water goes into __ __ __ __ and oceans.
5. The __ __ __ warms the ocean water.
6. Some water goes up into the __ __ __ .
7. Water in the sky makes __ __ __ __ __ __ .
8. This is called the __ __ __ __ __
__ __ __ __ __ .
Page 31 of 58

Unit 5: Water
Hour: 91- 92
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.
Importance of water.
Water is a vital natural resource for all living things. Without water, we could not
live. Plants would not resist the lack of this natural resource either.
Recognising the importance of water!
Draw what would happen if there is no more water.
Without
water
Without
water
Without
water
Page 32 of 58

Unit 5: Water
Hour: 92-93
Learning Outcome: Illustrate actions that promote water care and saving/ Project
Contents: Importance of water as a natural resource.
Lets get moving!

We need to create conscience about the importance of
water for living things.
Join in groups of four students
Elaborate a poster presenting one form of saving water.

You will need:
Kraft paper
Tempera painting
Felt tips
Cut-outs
Page 33 of 58
UNIT 6
Weather
Learning Goals:
Recognize and describe some characteristics of the
weather like precipitation (rain, hail, 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)
Page 34 of 58
Unit 6: Weather
Hour: 94
Learning Outcome: Recognize elements of weather (rain, temperature, clouds and wind)
Contents: Elements of weather.
Weather: Temperature.
Activity: Look at the picture of this family from La Serena. Answer the questions.
1. What will the temperature be tomorrow in La Serena?

______________________________________________________________
2. It is going to rain? How do you know?
_____________________________________________________
Page 35 of 58
Temperature
It indicates how hot or cold is the air in a certain place at a determined time
and place and is measured in degree Celsius (C).
The more degrees are registered, temperature is higher
are registered the lower
In general, temperature is higher
. The less degrees
temperature is.
during the day than at night and lower
in the winter than in summer.
Place
Time
Concepcin at 4:00 pm,

the temperature is 20
Temperature
STOP
Look at these thermometers.
Circle RED the one registering hot

temperature and BLUE the one registering
cold temperature.
Page 36 of 58

Unit 7: Weather
Hour: 95
Learning Outcome: Relate elements of weather and their effects on people and the environment.
Contents: Elements of weather and its effects on people.
Weather: rain, wind and clouds.

Look at the picture. Answer the questions.
What happens to the boys hat? Tick
the correct alternatives.
____ It flies away because of the rain.

____ It flies away because of the wind.
____ It gets wet because of the rain.
____ It gets wet because of the wind.
Wind
is a stream of air that comes from the atmosphere. In the
picture, wind is blowing the leaves

characteristic is rain
on the tree
. Another
, which is water that comes from clouds
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Weather effects on people.
Activity: Draw
and
above the kids if they are wearing clothes for the rain,
if they are wearing clothes for the snow.
Draw the effects of weather in people:
Page 38 of 58

Unit 6: Weather
Hour: 96
Learning Outcome: Draw and communicate orally and/or in writing weather changes in a year.
Contents: Weather changes in a year.
Weather changes through the year. Sometimes its very sunny

sometimes its very cold
and rainy
and hot;
.
Activity: Look at the pictures and match them with the correct description.
Windy
Snowy
_______________
______________
Sunny
______________
Whats the weather like today?
Rainy
_______________
Draw and describe.
Today the weather is

______________________ _and
_________________________
Page 39 of 58

Unit 6: Weather
Hour: 97
Learning Outcome: Identify different instruments (thermometer, rain gauge, and weather vane) to
measure some weather elements.
Contents: Instruments to measure weather elements.
Weather instruments.
There are many instruments that measure weather, such as the thermometer, the
rain gauge, and the weather vane. They can give us information about the
temperature, the wind speed and the wind direction.
Activity: Look at the picture. Circle
the weather instruments that you can see.
Weather vane
Thermometer
Rain gauge
It shows the
wind direction.
It measures
temperatures.
It measures
precipitation.
Page 40 of 58

Unit 6: Weather
Hour: 98
Learning Outcome: Measure temperature and rainfall and record the data. Relate the direction of
the wind with the movement of the branches of trees or flags.
Contents: Measuring temperature, rainfall, direction of the wind.
Weather measurements.
There are some instruments we can use to measure weather aspects
such as thermometers, weather vane and rain gauges.
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 what

amount of accumulated water would
look like if it fell on a flat plane, this way
we know how much water has fallen
from the sky.
1. What do you think is moving these

trees?
Wind
Snow
Sun
2. What other things can be moved

by the same force?
Houses
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People
Mountains
Project: Lets make a thermometer.
Experiment Time!!
Join in groups of four students.

An empty plastic bottle.
Food colouring.
A transparent straw.
Clay
Rubbing alcohol.
Cardboard.
Procedure:
Watch the video so you can see how to create the thermometer:
http://goo.gl/O9yQBG
Place each thermometer in different places in the classroom. Measure the

temperature right after you finish creating it and then 30 minutes later.
NOTE. Make sure each thermometer is places in different conditions (a sunny

place, a dark place, etc)
Page 42 of 58

Unit 6: Weather
Hour: 99
Learning Outcome: Relate summer to warmth and the sun; winter to cold, snow and rain and
autumn to wind and daylight hours decrease.
Contents: Weather changes, seasons and its effects on people and the environment
Weather changes.
Weather changes and we can see many weather characteristics in each of the
different states. Sometimes we can see rain, snow, sunny days or cold cloudy
days.
Activity:
Look at the pictures and answer the questions.
1. Whats the weather like?
Its _________________________
Its _________________________
Its _________________________
Its _________________________
Page 43 of 58
Activity: complete the crossword with the correct season or weather conditions.
Use the clues in the box.
Across
Down
2) Weather condition in which water is
1) Weather condition in which there is a
in a gas state.
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 water is
5) A warm season.
in a liquid state.
Page 44 of 58

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

The pictures below are from the same place at different times of the year. Observe
how the weather changes.
_________________________________
________________________________
_________________________________
_________________________________
Activity:
Winter
Write the names of the season under each picture.
Spring
Page 45 of 58
Autumn
Summer
Activity 2. Match the seasons with their characteristics. Use different colours!
Its sunny; there are high

temperatures and very
little wind.
It rains; there is a lot of

wind and low
temperatures.
Clearer sky and warmer

days. Flowers blossom.
There is some rain and

wind. Leaves fall down
from trees.
Page 46 of 58

Unit 6: Weather
Hour: 102-103
Learning Outcome: Identify seasons in a calendar. Identify the effects of weather in each season
on people and the environment.
Contents: Seasons of the year and its effects on living things and the environment.
Activity1. Match the pictures of the seasons of the year with their corresponding
months. Write the names of the seasons below the calendar.
1
Page 47 of 58
Activity 2:
What clothes do you wear in summer or winter?
Look at the pictures and classify the seasons with the clothes we wear.
Autumn (A), Winter (W), Spring (SP) and Summer (SU).
Autumn
Winter
Spring
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Summer
Lets make a season spin.
You will need:

-Cardboard
-Scissors
-Glue
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-1 Butterfly clip
(This page was left blank on purpose)
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Cut-outs page 23
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Enjoy your summer!

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SCIENCE WORKBOOK

2nd Grade SCIENCE WORKBOOK

Observe and describe through experiments some

Identify and compare through exploration the three

Describe the water cycle in nature, regarding water

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

It doesnt have a smell,

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

Water flows, thats the capacity to be transported from one place to

When you turn on the water, it

When ice melts in the mountains,

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

Cup 1: dry soil

Cup 3: small stones

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

Answer the questions: Use full sentences.

1. Which cup loses the water in the shortest period of time?

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

Water dissolves some substances.

Form in groups of four

Each group will need:

3 transparent plastic cups.

1 spoon of sugar, 1 spoon of salt and 1 spoon of rice.

A bottle of water (500ml).

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

Lets make predictions!

Lets find out!

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

Answer the questions.

2. Do the three different materials react in the same way?

3. What happens with water, does it have any physical change?

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

1. Does water have any taste?

b) Yes, its sweet.

2. Does water have a colour?

b) No, its colourless

3. Can you smell water?

b) No, its odourless.

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

It adapts its shape

It doesnt adapt its shape

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

How water transforms.

What is the physical state of the water on each plate?

Complete with: gas, solid or liquid.

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

Its time to think!

conditions it becomes ___________________.

Complete and draw your hypothesis:

3rd Term 2016 Version

2nd Grade SCIENCE WORKBOOK

Draw your conclusions about water.