Sci WB 2nd Grade 2023 Term I

2nd grade
L Science Workbook
L Term 1
L
Name: _________________________________ Class: _________
2023 Version Page 1 of 54

2023 Version Todos los Derechos Reservados www.almondale.cl
2nd Grade SCIENCE WORKBOOK
Unit O
Welcome back!

Unit 0: Welcome back!

Hours: 1
Learning Outcomes: Understand the way subject will work this year. Get to know each other. Understand daily
routine.
Contents: Welcome to 3rd grade.
Welcome to science 3rd grade
Activity 1. Decorate number 3 with elements from nature. Use different colors
You will have 3 science

classes every week!
Activity 2. What color is your Science notebook? Circle

Activity 3. Look at the timetable. What days do you have Science classes? Complete.
Activity 4. Complete with your information. Write or draw.
Hello! My name is _______________________. I am _________________ years old.
My favourite animal is the______________________________. My favourite place
to go is the __________________________________.
Activity 5. Match image to the correct action to stay safe from diseases this year.
Open windows for Cover your mouth Wahs your hands

Blow your nose
ventilation to cough or sneeze frequently


Hours: 2 - 3
Learning Outcomes: Learn the working method in the subject. Talk, share and agree on the importance of
Science.
Contents: Introduction to the subject.
Activity 1. Look at the different expressions below. Practice them with your teacher.
Activity 2. Read with your teacher the classroom rules.

Activity 3. Complete the table with the school supplies you need for science class.
PENCIL COPYBOOK WORKBOOK PENCIL CASE
______________________________________ ______________________________________
______________________________________ ______________________________________
What is Science?
Activity 4. Look at the picture. Let’s talk!
• Is science important?
• Why is science important for you?

Science helps to discover

the world around me.
Science helps me enjoy

nature.


Hours: 4
Learning Outcome: Answer activities related to nature around us.
Contents: SEL activities within the subject.
Activity 1. Look at the emojis and circle the way you feel today.
Activity 2. What can you see in nature? Draw and colour your favourite element from
nature.

Activity 3. What is your favorite place to go? Circle.

Unit 1
My Body
Learning Goals:
Ø (OA 7) Identify the location and explain the functions of some

internal body organs: the heart, the lungs, the stomach, the
skeleton, and the muscles.
Ø (OA 8) Explain the benefits of physical activity for the

development and strengthening of the body and the mind,
proposing a daily exercise routine.

Unit 1: “My body”

Hour: 5 - 6
Learning Outcome: Identify previous knowledge.
Contents: Diagnostic assessment
Diagnostic Test
Activity 1: Match which parts of our body help us perform the following activities:
Pump blood to the body
Walk and run
Take in air
Digest food we eat
Give shape to our body
Activity 2: Circle in green the activities that are healthy for our body.

Unit 1: My body
Hours: 7 – 8 – 9 – 10 - 11
Learning Outcomes: Overview this term’s topic. Identify main bones and their functions in the body. Identify main
joints and their function in the body. Explain muscles as active organs that allow body movement.
Contents: Function of bones, muscles and joints.
Major organs
L The human body

Activity 1: Watch the following video, analyze it with your teacher and answer the
questions. https://www.youtube.com/watch?v=zKSqNLT8kAA
1. What is the organ you can find inside of your head?

a. Stomach b. Brain
2. What does the heart do?

a. Pumps blood to the body b. Thinks
3. Lungs bring air in and out of the body. How many lungs do you have?
a. One (1) b. Two (2)
4. Which organ digests the food?

a. Skeleton b. Stomach
How do you move?

Activity 2: Look at the images and discuss with your teacher. What do you see? Write
BONES or NO BONES under each image.
_____________________ _______________________

Activity 3: What would happen to us without bones? Discuss with your teacher.
The human Body
The Human body is made up of the head, the trunk and the limbs. Watch the
following video: https://www.youtube.com/watch?v=SqI-NMDeLa8
Organs can be outside of your body like eyes and skin or inside your body like the
heart, bones and muscles.

Skeleton and Bones
Arm bones Skull Ribs
Leg bones Spinal column Skeleton
Activity 4. Read the questions. Answer.
1. Look at your body. Can you see your bones?

A) YES B) NO
2. Touch your arms and hands. Can you feel your bones?
A) YES B) NO
3. Are your bones hard or soft?
A) HARD B) SOFT
4. Are they rigid?
A) YES B) NO

Activity 5. Label the parts of the body. Choose the words from the box.
arm bones - ribs - leg bones - skull - spinal column
e.
Function of the bones
The bones make up the skeleton.

My skeleton gives my body support.
It protects inside parts of my body.
For example, my skull protects my brain and my
ribs protect my lungs and heart.

Joints
There are joints in your skeleton, too.

Joints are the places where two bones meet.
Elbows and knees are joints.
Bones and joints help us move.
Activity 6: Label the joints in the circles. Use the words in the box.
jaw - elbow - shoulder - knee - wrist - ankle - hip

Muscles
Activity 7. Look at the kids exercising. How can they move like that? Discuss with your
teacher.
L Muscles and their Functions
Muscles are part of your body that help you walk, run, bend, smile, cross your
fingers, or close your eyes. They’re attached to our bones.
Our muscles and bones work together to help us move.

Activity 8. Colour the muscles that you use when you:
1. Clap: Red
2. Jump: Blue
3. Smile: Yellow
4. Do crunches: Orange
5. Blink: Green
Activity 9. Read and assemble a human skeleton.
1. Go to page 20.
2. Glue the page onto a cardboard.
3. Cut out the bones.
4. Punch holes on the circle marks.
5. Connect the bones using brass paper fasteners.
6. Attach a short piece of string to the skeleton’s skull.

THIS PAGE WAS LEFT BLANK INTENTIONALLY



Unit 1: My Body
Hours: 14 - 15
Learning Outcome: Identify the location of the stomach and intestines and their functions as parts of the
digestive system.
Contents: Function of the stomach
Where does food go?
Food Large Intestine Small Intestine
Saliva Stomach
The Food Route
Human beings need energy to live. To have energy
you need to eat food. Everything starts inside your
mouth . The food is mixed with saliva and
your teeth smash it. Then the food goes down to the
stomach where it turns into small particles that our
body needs.

Activity 1. Pretend you’re eating a snack. Where does the snack go? Discuss with your
teacher.
Activity 2. Draw a red line to show how food moves, from the mouth to the
stomach.

Unit 1: My Body
Hours: 16 – 17 - 18
Learning Outcome: Identify the location of the lungs and heart and their main functions.
Content: Functions of the lungs and heart.
How do we breathe?
Lungs Breathe in Breathe out
Activity 1. With your teacher’s help, answer the following questions.
a. Touch your ribs and breathe in. What happens to them?

_____________________________________________________________________
b. Touch your ribs again and breathe out. What happens to them?
_____________________________________________________________________
c. Can you breathe in and breathe out at the same time?
_____________________________________________________________________
d. What goes into your mouth when you breathe in?
_____________________________________________________________________
Watch this video to learn more: https://www.youtube.com/watch?v=TME0rMROIrY

Activity 2. Look at the picture and colour the lungs in red. Draw a blue line to show
how oxygen goes into the lungs.
L How do you keep your body strong and Healthy?
Heart Sleeping Running
Playing Blood Oxygen

My Heart
Watch this video: https://www.youtube.com/watch?v=0NmWOHuy-o8
I can hear my ______________________________.
Activity 3. How does your heart really look like? Circle.
Activity 4: Where is your heart? Draw and colour it red.

Activity 5. Watch this video and answer below: https://goo.gl/AYV2et
1. Is the heart a muscle or a bone?
2. Does the heart work all the time?
3. Is the heart weak or song?
4. Does the heart pump blood to the wholebody?
5. Why is your heart so important for yourbody?
Let’s read.
Your heart pumps blood to all your body.
Your heart pumps blood to all your body even when you are sleeping.
When you run, play or exercise your heart pumps blood faster because
your body needs more oxygen.

Activity 6: Draw red lines to show how blood travels from the heart through your
body.

Unit 1: My Body
Hour:19
Learning outcome: Discover the effect of exercise on the pulse rate.
Contents: Experimental activity: Effects of exercise on the pulse rate.
Activity 1: Experiment! Follow the instructions:
§ Stay in a chair for 2 minutes.

§ Put your fingers on your wrist for 1 minute.
v Do you feel your pulse rate? ________________________

v Is your pulse rate slow or fast? ______________________
Now…
§ Jump for 2 minutes.
§ Put your fingers on your wrist for 1 minute.
v Is your heart pulse rate slower or faster?


Unit 1: My Body
Hour: 20
Learning Outcome: Locate the main body parts, review their functions.
Contents: Skeleton, joints, muscles, stomach, lungs, and heart.
Activity 1: Cut and locate the organs correctly. Paste the figure on you copybook.
Label: skeleton - joints - muscles - lungs - stomach - heart


Unit 1: My Body
Hour: 21 - 22
Learning Outcome: Describe the importance of healthy eating and healthy sleeping habits for the body and the
mind. Give examples.
Contents: Benefits of physical activities, healthy eating and healthy sleeping.
How healthy are you?
Activity 1: Discuss these actions with your teacher. Are they good for the body?
Exercise Sleeping Running
Playing Play Video Games Watch TV
Food Healthy Food Junk Food

Activity 2: Write how good the following activities are for the body.
a. Eating healthy food:
It helps me ________________________________________________________
b. Sleeping well and rest in the night:
It helps me ________________________________________________________
Activity 3: Draw to give examples.
This is the way I eat healthy This is the way I sleep at night

Unit 2
Animals
Learning Goals:
Ø (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
Ø (OA2) Observe, describe and classify through exploration the
characteristics of invertebrates like: insects, spiders, crustaceans, among
others, and compare them with vertebrates.

Unit 2: Animals
Hours: 25 - 26
Learning Outcomes: Identify previous knowledge.
Contents: Diagnostic assessment.
Diagnostic activity
Activity 1. Observe the animal groups. Cross out the animal that does not belong to
the group.

Unit 2: Animals
Hours: 27
Learning Outcomes: Identify and classify vertebrates and invertebrates
Contents: Physical characteristics of animals.
Do all animals look the same?

Activity 1: Look at the animals below very carefully. They can live in specific places.
Match animal to the place it lives.
Horse Bird Earthworm Fish Snail Huemul
Activity 2: Look at the pictures above and observe the characteristics of the animals.
Answer:
1. Which animals have legs? Write.
_____________________ ______________________ ____________________
2. Which animals do not have legs? Write.
_____________________ ______________________ ____________________

Unit 2: Animals
Hours: 28 - 29
Learning Outcomes: Identify human beings and animals as vertebrates due to the presence of spinal column.
Contents: The spinal column in vertebrates
Activity 1: Look at the picture. Discuss with your teacher and answer.
a. Can you see these animals have bones?
b. Can you see the bones of an animal when you look at them normally?
c. Do you know another animal that has a skeleton?
d. Write its name here: __________________________________________
Vertebrate animals
A vertebrate is an animal with a spinal column or backbone. Animals with bones in

the inside of their body are called vertebrates. Fish, amphibians, reptiles, birds, and
mammals, including humans, are all vertebrates.
https://www.youtube.com/watch?v=EDIcqxwxb90

Unit 2: Animals
Hours: 30 - 31
Learning Outcomes: Understand all vertebrate animals are classified into 5 groups. Describe the main physical
characteristics of fish, amphibians and reptiles. Give examples.
Contents: Group of vertebrates. Fish, amphibians and reptiles.
Groups of vertebrates
Activity 1: Read and complete.
Vertebrate animals (animals with spinal column or backbone) are classified into 5
groups: __________________, ________________________, ____________________,
_____________________________, and ___________________________________.
Each group has specific characteristics.

Fish
Activity 2: Look and answer.
Trout Hake
Salmon Tuna
1. Where do they live? _____________________________________________
2. Do they have a spinal column? ____________________________________
3. Can they breathe underwater? ____________________________________
4. How do they move if they have no legs? ____________________________
Activity 3: Watch the following video about fish and discuss with your teacher.
https://www.youtube.com/watch?v=u_Xv5BRnflA

Amphibians
Activity 4: Look at the images and answer.
1. Do they have scales? ________________________________________________
2. Do they have a spinal column? ________________________________________
3. Where do they live? _________________________________________________
4. Can they breathe under the water? ____________________________________
Activity 5: Watch the following video about amphibians and discuss with your teacher.
https://www.youtube.com/watch?v=XI8GPsf6TAc

Reptiles
Activity 6: Look at the images and answer.
1. Where do they live? ______________________________________________
2. How is their skin? ________________________________________________
3. How are they born? ______________________________________________
Activity 7: Watch this video about reptiles and discuss with your teacher.
https://www.youtube.com/watch?v=DefLKnKyQfA

Unit 2: Animals
Hours: 32 - 33
Learning Outcomes: Describe the main physical characteristics of mammals and birds. Give examples. Classify
vertebrates according to given criteria.
Contents: Mammals and birds. Classification of animals.
Birds
Activity 1: Look at the images, tick the ones you know and answer the questions.
sparrow dove swallow
Woodpecker queltehue hen
tordo (shiny cowbird) duck
1. Have you ever touched any of these birds? _________________________________
2. Is the body of a bird covered with scales? __________________________________
3. What is the body covering of birds? _______________________________________
4. Can all birds fly? ______________________________________________________
5. Do they have a spinal column? __________________________________________

Activity 2: Watch this video about the characteristics of birds and discuss with your
teacher. https://www.youtube.com/watch?v=8vL_2rF8JHU&t=87s
Mammals
Activity 3: Look at the images and answer on next page.
Queltehue Huemul Snake
Lizard Dog Cow

1. Name animals with hair or fur on their bodies.
______________________________________________________________
2. Name animals with four legs.
_______________________________________________________________
3. Name animals that give milk to their babies.
_________________________________________________________________
Activity 4: Watch the following video about mammals and discuss with your teacher.
https://www.youtube.com/watch?v=hGonwMTPV6g&t=7s

Activity 5: Classify vertebrates through a concept map. You need to write and draw.

Unit 2: Animals
Hours: 36 – 37 – 38 – 39
Learning Outcomes: Identify invertebrates and their characteristics. Understand they are the most numerous types
of animals in the world. Draw an invertebrate and its body parts. Identify external characteristics of arthropods
(insects, arachnids and crustaceans), mollusks (octopuses, clams and snails) and worms. Communicate orally and in
writing results of the observation of invertebrates.
Contents: Invertebrates. Body parts of invertebrates. External characteristics of invertebrates. Observation and
recording.
Invertebrate animals
An invertebrate is an animal without a spinal column or without a backbone. An

invertebrate is an animal without bones in the inside of its body. They are the most
numerous types of animal on the planet.
Activity 1: Look at the picture. Discuss with your teacher and answer.
a. Do you see snails regularly?
b. Do you see spiders regularly?
c. Have snails and spiders got bones in the inside of their bodies?
d. What is an invertebrate? Answer on the line.
____________________________________________________________________________________
____________________________________________________________________________________

Groups of invertebrates
Just as vertebrates, invertebrates are also classified into different groups. According to
their characteristics they can be classified as: arthropods (insects, arachnids,
crustaceans), mollusks (snails, slugs), and annelids (worms) among others. We will learn
about arthropods, mollusks and annelids.
Activity 2: Write the arthropods that you have seen before.
____________________________________ __________________________________
____________________________________ __________________________________

Arthropods are the most numerous types of invertebrates on the planet. Arthropods
can be grouped according to the number of legs. Arthropods characteristics:
Ø They have segmented bodies
Ø They have many limbs
Ø They have an external skeleton (exoskeleton)
EXAMPLES OF ARTHROPODS
I N S E C T S (6 legs, head, thorax, abdomen)
Fly Bee Butterfly Lady bug Dragonfly Beetle
A R A C H N I D S (8 legs, cephalothorax, abdomen)
Spider Scorpio Tick
C R U S T A C E A N S (10 legs or more, hard external skeleton, antennae,

head, thorax, abdomen)
Crab Lobster Shrimp

MOLLUSKS: invertebrates with a soft body. Most of them have a hard shell to protect
their body. Some examples of mollusks are: octopus, snails, slugs, squids and mussels.
M O L L U S K S (soft bodies, some have a hard shell for protection)
Octopus Snail Slug Squid Mussels

Annelids are segmented worms or ringed worms. They have no legs and no hard
skeleton, their body is soft. Annelids look like rings joined together. The most known
example is the earthworm.
Activity 3: Choose an invertebrate, draw it and label its parts.

Activity 4: Classify invertebrates through a concept map. You need to write and draw.
Activity 5: Compare and contrast (find similarities and differences between) the two
invertebrates below. Similarities go in the center, differences on the sides.

Activity 6: Classify vertebrates and invertebrates. Write V for vertebrate and I for
invertebrate.


Sci WB 2nd Grade 2023 Term I

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2nd grade

Name: _________________________________ Class: _________

2023 Version Page 1 of 54

2023 Version Page 2 of 54

Unit 0: Welcome back!

Welcome to science 3rd grade

You will have 3 science

Activity 2. What color is your Science notebook? Circle

2023 Version Page 3 of 54

Activity 4. Complete with your information. Write or draw.

Hello! My name is _______________________. I am _________________ years old.

My favourite animal is the______________________________. My favourite place

Open windows for Cover your mouth Wahs your hands

2023 Version Page 4 of 54

Unit 0: Welcome back!

Activity 2. Read with your teacher the classroom rules.

2023 Version Page 5 of 54

PENCIL COPYBOOK WORKBOOK PENCIL CASE

2023 Version Page 6 of 54

Science helps to discover

Science helps me enjoy

2023 Version Page 7 of 54

Unit 0: Welcome back!

2023 Version Page 8 of 54

Activity 3. What is your favorite place to go? Circle.

2023 Version Page 9 of 54

Ø (OA 7) Identify the location and explain the functions of some

skeleton, and the muscles.

Ø (OA 8) Explain the benefits of physical activity for the

proposing a daily exercise routine.

2023 Version Page 10 of 54

Unit 1: “My body”

Pump blood to the body

Walk and run

Digest food we eat

Give shape to our body

2023 Version Page 11 of 54

L The human body

1. What is the organ you can find inside of your head?

2. What does the heart do?

4. Which organ digests the food?

How do you move?

2023 Version Page 12 of 54

The human Body

2023 Version Page 13 of 54

Skeleton and Bones

Arm bones Skull Ribs

Leg bones Spinal column Skeleton

Activity 4. Read the questions. Answer.

1. Look at your body. Can you see your bones?

2023 Version Page 14 of 54

arm bones - ribs - leg bones - skull - spinal column

Function of the bones

The bones make up the skeleton.

2023 Version Page 15 of 54

There are joints in your skeleton, too.

jaw - elbow - shoulder - knee - wrist - ankle - hip

2023 Version Page 16 of 54

L Muscles and their Functions

fingers, or close your eyes. They’re attached to our bones.

Our muscles and bones work together to help us move.

2023 Version Page 17 of 54

Name: _________________________ Class: _

Hello! My name is _______. I am _ years old.

_ __