Primary 2 Electricity Vocabulary | 100 Circuit & Energy Words

Primary 2 electricity vocabulary gives children precise language for simple circuits, batteries, bulbs, switches, conductors, insulators, light, sound, heat and safe observation. This Top 100 Primary 2 Vocabulary List is a worldwide Grade 2 technical-English resource with child-friendly explanations, examples and evidence-aware practice.

Useful search language around the topic includes 2nd grade electricity vocabulary, simple circuits vocabulary for kids, battery bulb switch vocabulary, conductor and insulator words, light and sound vocabulary, energy vocabulary for kids and Grade 2 physical science words. The article keeps these familiar terms together but does not collapse different scientific ideas into one: electricity, light, sound, heat and temperature have related classroom contexts, yet each needs its own meaning.

Maren, Iona and Leonie are fictional SETC learning characters used consistently in this Primary 2 technical-vocabulary lane. Maren organises technical explanations, Iona checks observation, inference and answer scope, and Leonie manages execution and recovery. This volume is introductory vocabulary enrichment, not a universal Grade 2 science syllabus, and it does not replace eduKateSingapore’s broader Science World or higher-grade science owners.

Safety first: vocabulary is not permission to experiment with mains electricity

Do not use household mains electricity, wall sockets, damaged electrical equipment, exposed wiring or improvised high-current sources for these activities. Young learners should work only with teacher- or adult-approved low-voltage educational materials designed for children. Never insert objects into sockets, open appliances or batteries, short-circuit cells, or handle electrical equipment around water.

The practical examples below can be taught through diagrams, cards, simulations or purpose-made classroom circuit kits under appropriate adult supervision. The learning job is language and reasoning. A child does not need access to hazardous electricity to understand the words circuit, switch, conductor or evidence.

Electricity basics: ten high-utility Primary 2 physical-science words

This section develops electricity basics. Maren asks what the learner needs to explain. Iona asks what was directly observed and what is only inferred. Leonie checks one safe condition at a time and stops if the equipment or task is unsuitable.

001. Electricity. In this collection, electricity is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses electricity while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use electricity in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is electricity naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

002. Electric. In this collection, electric is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses electric while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use electric in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is electric naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

003. Energy. In this collection, energy is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses energy while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use energy in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is energy naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

004. Circuit. In this collection, circuit is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses circuit while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use circuit in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is circuit naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

005. Component. In this collection, component is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses component while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use component in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is component naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

006. Source. In this collection, source is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses source while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use source in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is source naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

007. Path. In this collection, path is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses path while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use path in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is path naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

008. Connection. In this collection, connection is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses connection while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use connection in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is connection naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

009. Device. In this collection, device is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses device while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use device in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is device naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

010. System. In this collection, system is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses system while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use system in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is system naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

Electricity basics laboratory: diagram → prediction → observation → explanation

Laboratory 1. Use a fictional diagram or an adult-approved low-voltage educational setup. Maren describes the arrangement before anything changes. Iona checks that the description names only visible or supplied information. Leonie predicts one outcome, observes the result and records it. The learner then selects three words from this section to write a short explanation.

Change only one stated feature in the fictional setup. For a circuit diagram, that might be the switch state or a gap in the path. For light, it might be the material placed between a source and a screen. For sound, it might be whether an object is visibly vibrating. Ask which sentence must change and which claims remain supported. One-variable thinking keeps the language tied to evidence.

Finish with a recovery task. Give one deliberately overconfident sentence such as “all metal objects will make every bulb bright” or “anything that vibrates will always sound loud.” Iona asks what the evidence actually showed. Maren rewrites the claim more narrowly. Leonie identifies the next safe observation that could provide more information.

Laboratory 2. Use a fictional diagram or an adult-approved low-voltage educational setup. Maren describes the arrangement before anything changes. Iona checks that the description names only visible or supplied information. Leonie predicts one outcome, observes the result and records it. The learner then selects three words from this section to write a short explanation.

Laboratory 3. Use a fictional diagram or an adult-approved low-voltage educational setup. Maren describes the arrangement before anything changes. Iona checks that the description names only visible or supplied information. Leonie predicts one outcome, observes the result and records it. The learner then selects three words from this section to write a short explanation.

Laboratory 4. Use a fictional diagram or an adult-approved low-voltage educational setup. Maren describes the arrangement before anything changes. Iona checks that the description names only visible or supplied information. Leonie predicts one outcome, observes the result and records it. The learner then selects three words from this section to write a short explanation.

Laboratory 5. Use a fictional diagram or an adult-approved low-voltage educational setup. Maren describes the arrangement before anything changes. Iona checks that the description names only visible or supplied information. Leonie predicts one outcome, observes the result and records it. The learner then selects three words from this section to write a short explanation.

Circuit parts: ten high-utility Primary 2 physical-science words

This section develops circuit parts. Maren asks what the learner needs to explain. Iona asks what was directly observed and what is only inferred. Leonie checks one safe condition at a time and stops if the equipment or task is unsuitable.

011. Cell. In this collection, cell is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses cell while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use cell in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is cell naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

012. Battery. In this collection, battery is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses battery while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use battery in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is battery naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

013. Bulb. In this collection, bulb is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses bulb while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use bulb in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is bulb naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

014. Lamp. In this collection, lamp is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses lamp while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use lamp in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is lamp naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

015. Wire. In this collection, wire is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses wire while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use wire in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is wire naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

016. Switch. In this collection, switch is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses switch while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use switch in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is switch naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

017. Holder. In this collection, holder is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses holder while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use holder in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is holder naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

018. Terminal. In this collection, terminal is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses terminal while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use terminal in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is terminal naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

019. Contact. In this collection, contact is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses contact while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use contact in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is contact naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

020. Connector. In this collection, connector is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses connector while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use connector in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is connector naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

Circuit parts laboratory: diagram → prediction → observation → explanation

Circuit states: ten high-utility Primary 2 physical-science words

This section develops circuit states. Maren asks what the learner needs to explain. Iona asks what was directly observed and what is only inferred. Leonie checks one safe condition at a time and stops if the equipment or task is unsuitable.

021. Open. In this collection, open is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses open while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use open in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is open naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

022. Closed. In this collection, closed is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses closed while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use closed in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is closed naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

023. Complete. In this collection, complete is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses complete while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use complete in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is complete naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

024. Incomplete. In this collection, incomplete is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses incomplete while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use incomplete in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is incomplete naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

025. On. In this collection, on is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses on while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use on in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is on naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

026. Off. In this collection, off is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses off while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use off in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is off naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

027. Flow. In this collection, flow is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses flow while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use flow in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is flow naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

028. Break. In this collection, break is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses break while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use break in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is break naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

029. Gap. In this collection, gap is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses gap while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use gap in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is gap naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

030. Continuous. In this collection, continuous is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses continuous while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use continuous in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is continuous naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

Circuit states laboratory: diagram → prediction → observation → explanation

Materials: ten high-utility Primary 2 physical-science words

This section develops materials. Maren asks what the learner needs to explain. Iona asks what was directly observed and what is only inferred. Leonie checks one safe condition at a time and stops if the equipment or task is unsuitable.

031. Material. In this collection, material is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses material while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use material in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is material naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

032. Conductor. In this collection, conductor is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses conductor while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use conductor in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is conductor naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

033. Insulator. In this collection, insulator is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses insulator while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use insulator in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is insulator naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

034. Metal. In this collection, metal is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses metal while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use metal in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is metal naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

035. Plastic. In this collection, plastic is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses plastic while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use plastic in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is plastic naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

036. Rubber. In this collection, rubber is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses rubber while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use rubber in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is rubber naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

037. Glass. In this collection, glass is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses glass while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use glass in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is glass naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

038. Wood. In this collection, wood is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses wood while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use wood in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is wood naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

039. Surface. In this collection, surface is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses surface while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use surface in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is surface naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

040. Property. In this collection, property is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses property while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use property in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is property naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

Materials laboratory: diagram → prediction → observation → explanation

Light: ten high-utility Primary 2 physical-science words

This section develops light. Maren asks what the learner needs to explain. Iona asks what was directly observed and what is only inferred. Leonie checks one safe condition at a time and stops if the equipment or task is unsuitable.

041. Light. In this collection, light is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses light while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use light in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is light naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

042. Source. In this collection, source is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses source while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use source in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

043. Bright. In this collection, bright is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses bright while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use bright in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is bright naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

044. Dim. In this collection, dim is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses dim while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use dim in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is dim naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

045. Shadow. In this collection, shadow is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses shadow while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use shadow in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is shadow naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

046. Transparent. In this collection, transparent is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses transparent while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use transparent in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is transparent naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

047. Translucent. In this collection, translucent is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses translucent while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use translucent in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is translucent naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

048. Opaque. In this collection, opaque is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses opaque while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use opaque in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is opaque naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

049. Reflect. In this collection, reflect is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses reflect while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use reflect in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is reflect naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

050. Reflection. In this collection, reflection is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses reflection while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use reflection in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is reflection naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

Light laboratory: diagram → prediction → observation → explanation

Sound: ten high-utility Primary 2 physical-science words

This section develops sound. Maren asks what the learner needs to explain. Iona asks what was directly observed and what is only inferred. Leonie checks one safe condition at a time and stops if the equipment or task is unsuitable.

051. Sound. In this collection, sound is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses sound while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use sound in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is sound naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

052. Vibration. In this collection, vibration is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses vibration while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use vibration in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is vibration naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

053. Vibrate. In this collection, vibrate is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses vibrate while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use vibrate in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is vibrate naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

054. Loud. In this collection, loud is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses loud while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use loud in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is loud naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

055. Quiet. In this collection, quiet is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses quiet while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use quiet in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is quiet naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

056. Pitch. In this collection, pitch is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses pitch while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use pitch in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is pitch naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

057. High. In this collection, high is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses high while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use high in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is high naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

058. Low. In this collection, low is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses low while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use low in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is low naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

059. Hear. In this collection, hear is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses hear while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use hear in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is hear naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

060. Source. In this collection, source is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses source while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use source in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

Sound laboratory: diagram → prediction → observation → explanation

Heat and temperature: ten high-utility Primary 2 physical-science words

This section develops heat and temperature. Maren asks what the learner needs to explain. Iona asks what was directly observed and what is only inferred. Leonie checks one safe condition at a time and stops if the equipment or task is unsuitable.

061. Heat. In this collection, heat is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses heat while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use heat in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is heat naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

062. Temperature. In this collection, temperature is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses temperature while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use temperature in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is temperature naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

063. Warm. In this collection, warm is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses warm while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use warm in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is warm naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

064. Cool. In this collection, cool is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses cool while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use cool in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is cool naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

065. Hot. In this collection, hot is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses hot while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use hot in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is hot naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

066. Cold. In this collection, cold is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses cold while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use cold in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is cold naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

067. Warmer. In this collection, warmer is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses warmer while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use warmer in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is warmer naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

068. Cooler. In this collection, cooler is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses cooler while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use cooler in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is cooler naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

069. Thermometer. In this collection, thermometer is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses thermometer while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use thermometer in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is thermometer naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

070. Measure. In this collection, measure is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses measure while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use measure in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is measure naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

Heat and temperature laboratory: diagram → prediction → observation → explanation

Observation and testing: ten high-utility Primary 2 physical-science words

This section develops observation and testing. Maren asks what the learner needs to explain. Iona asks what was directly observed and what is only inferred. Leonie checks one safe condition at a time and stops if the equipment or task is unsuitable.

071. Observe. In this collection, observe is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses observe while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use observe in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is observe naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

072. Predict. In this collection, predict is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses predict while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use predict in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is predict naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

073. Test. In this collection, test is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses test while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use test in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is test naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

074. Trial. In this collection, trial is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses trial while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use trial in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is trial naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

075. Change. In this collection, change is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses change while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use change in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is change naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

076. Same. In this collection, same is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses same while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use same in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is same naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

077. Compare. In this collection, compare is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses compare while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use compare in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is compare naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

078. Record. In this collection, record is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses record while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use record in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is record naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

079. Result. In this collection, result is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses result while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use result in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is result naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

080. Evidence. In this collection, evidence is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses evidence while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use evidence in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is evidence naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

Observation and testing laboratory: diagram → prediction → observation → explanation

Reasoning: ten high-utility Primary 2 physical-science words

This section develops reasoning. Maren asks what the learner needs to explain. Iona asks what was directly observed and what is only inferred. Leonie checks one safe condition at a time and stops if the equipment or task is unsuitable.

081. Cause. In this collection, cause is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses cause while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use cause in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is cause naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

082. Effect. In this collection, effect is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses effect while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use effect in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is effect naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

083. Claim. In this collection, claim is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses claim while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use claim in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is claim naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

084. Support. In this collection, support is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses support while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use support in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is support naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

085. Explain. In this collection, explain is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses explain while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use explain in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is explain naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

086. Describe. In this collection, describe is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses describe while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use describe in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is describe naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

087. Pattern. In this collection, pattern is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses pattern while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use pattern in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is pattern naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

088. Conclusion. In this collection, conclusion is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses conclusion while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use conclusion in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is conclusion naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

089. Certain. In this collection, certain is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses certain while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use certain in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is certain naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

090. Uncertain. In this collection, uncertain is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses uncertain while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use uncertain in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is uncertain naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

Reasoning laboratory: diagram → prediction → observation → explanation

Safety and responsibility: ten high-utility Primary 2 physical-science words

This section develops safety and responsibility. Maren asks what the learner needs to explain. Iona asks what was directly observed and what is only inferred. Leonie checks one safe condition at a time and stops if the equipment or task is unsuitable.

091. Safe. In this collection, safe is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses safe while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use safe in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is safe naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

092. Unsafe. In this collection, unsafe is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses unsafe while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use unsafe in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is unsafe naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

093. Adult. In this collection, adult is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses adult while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use adult in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is adult naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

094. Warning. In this collection, warning is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses warning while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use warning in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is warning naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

095. Mains. In this collection, mains is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses mains while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use mains in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is mains naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

096. Socket. In this collection, socket is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses socket while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use socket in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is socket naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

097. Damaged. In this collection, damaged is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses damaged while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use damaged in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is damaged naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

098. Dry. In this collection, dry is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses dry while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use dry in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is dry naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

099. Distance. In this collection, distance is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses distance while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use distance in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is distance naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

100. Responsibility. In this collection, responsibility is a working physical-science word for describing a part, state, material, observation or safety boundary. Example: Maren uses responsibility while explaining a diagram or adult-approved classroom model; Iona identifies the visible evidence supporting the sentence; Leonie follows the safe procedure and records what actually happens. Boundary: the word does not justify claims beyond the stated setup. Transfer: use responsibility in a different diagram, reading passage or safe classroom situation and explain what detail would make another term more accurate.

For deeper word knowledge, classify the sentence: is responsibility naming an object, a property, an action, a state, an observation or a judgement? Then remove the example and retrieve the word later. If the learner can only repeat the original wording, recognition is still fragile. If the learner can apply the term to a fresh diagram and preserve its boundaries, the vocabulary is becoming productive.

Safety and responsibility laboratory: diagram → prediction → observation → explanation

A simple circuit is a connected system

A simple classroom circuit can be represented as a source, conducting path and component such as a lamp, with a switch controlling whether the path is complete. The useful Primary 2 language is relational: parts must be connected in a suitable path for the intended circuit to operate.

Avoid teaching electricity as if an invisible substance is “used up” by the first component in every circuit. At this age, it is enough to describe observable circuit states and reserve more detailed models of current, voltage and energy transfer for the appropriate curriculum stage.

Open and closed circuits

In a basic switch example, a closed switch can complete the conducting path and an open switch can break it. However, the words open and closed can confuse children because an “open” physical doorway allows passage while an open electrical circuit interrupts the path. Explicitly contrast the everyday and technical meanings.

A bulb that does not light does not prove that the switch alone is the problem. The cell may be depleted, a connection may be poor, a component may be unsuitable or another fault may exist. This is a useful reasoning lesson: an observed outcome can have more than one possible explanation.

Conductors and insulators

A conductor allows electric charge to move through it relatively readily; an insulator resists that movement. In elementary classroom investigations, metals are common examples of conductors, while materials such as many plastics and rubbers are common insulators. Real material behaviour depends on conditions, composition and voltage, so avoid turning classroom examples into absolute universal rules.

Never test unknown household objects by connecting them to mains electricity. If material testing is part of a school activity, use only the approved low-voltage kit and materials specified by the teacher or manufacturer.

Light: source, transmission and reflection

A light source produces light. Materials can be described in elementary contexts as transparent, translucent or opaque according to how they transmit visible light, but these categories can depend on material thickness, wavelength and other conditions. Primary 2 learners can use the everyday optical categories while learning that scientific labels have contexts.

Reflection occurs when light changes direction at a surface rather than simply passing through it. A shadow forms where an object blocks light from reaching a region. These relationships can be explored safely with ordinary classroom light sources; never encourage looking directly at the Sun or powerful lamps or lasers.

Sound and vibration

Sound is associated with vibrations that travel through a medium as waves. At Primary 2 level, a child can observe a ruler, string or speaker surface vibrating and connect that movement to sound without needing advanced wave mathematics.

Loudness and pitch are different perceptual qualities. A sound can be high-pitched without being loud, or low-pitched without being quiet. Keeping these words separate prevents a common vocabulary error in which “high” is assumed to mean “loud”. Protect hearing: do not create very loud sounds as a demonstration.

Heat and temperature are related but not identical

Temperature is a measure associated with how hot or cold a body is; heat refers to energy transferred because of a temperature difference. Everyday speech often uses the words loosely, but technical learning benefits from keeping them distinct. Primary 2 learners can begin with temperature readings and comparative language without needing thermodynamic detail.

Use age-appropriate thermometers and safe temperatures. Do not ask children to handle hot liquids, flames or heated electrical components for a vocabulary activity.

Twenty retrieval and reasoning checks

Check 1. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 2. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 3. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 4. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 5. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 6. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 7. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 8. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 9. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 10. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 11. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 12. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 13. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 14. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 15. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 16. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 17. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 18. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 19. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

Check 20. Select one physical-science word and one evidence word. Invent a safe fictional observation and connect the two in a sentence. Answer guide: the explanation should identify the setup, state what was observed and avoid claiming that one result proves a universal rule. Accept different examples when the relationship is scientifically plausible and safely framed.

A four-week Primary 2 learning route

Week 1. Choose five terms around one concept rather than memorising the entire list. Start with a labelled diagram and oral explanation. Retrieve the words later without the diagram. Read a short fictional observation and identify which word fits. Finish with a four-sentence response: setup, prediction, observation and explanation. Bring two older words into the following week before adding new vocabulary.

Week 2. Choose five terms around one concept rather than memorising the entire list. Start with a labelled diagram and oral explanation. Retrieve the words later without the diagram. Read a short fictional observation and identify which word fits. Finish with a four-sentence response: setup, prediction, observation and explanation. Bring two older words into the following week before adding new vocabulary.

Week 3. Choose five terms around one concept rather than memorising the entire list. Start with a labelled diagram and oral explanation. Retrieve the words later without the diagram. Read a short fictional observation and identify which word fits. Finish with a four-sentence response: setup, prediction, observation and explanation. Bring two older words into the following week before adding new vocabulary.

Week 4. Choose five terms around one concept rather than memorising the entire list. Start with a labelled diagram and oral explanation. Retrieve the words later without the diagram. Read a short fictional observation and identify which word fits. Finish with a four-sentence response: setup, prediction, observation and explanation. Bring two older words into the following week before adding new vocabulary.

Sources and scope

For electricity safety and basic educational context, see U.S. Energy Information Administration Energy Kids: Electricity. For broad child-facing physical-science explanations, BBC Bitesize Primary Science provides age-oriented material across electricity, light, sound and related topics. These resources do not prescribe this exact eduKateSingapore vocabulary list.

The article deliberately stays at an introductory conceptual level. Electricity and energy are technically deep subjects. Later science learning will refine these models, quantities and mechanisms. The Primary 2 objective here is accurate language, safe curiosity and evidence-aware explanation.

Continue through the Primary 2 technical vocabulary lane

Use weather vocabulary for atmospheric observation, data vocabulary for measurements and displays, machines and mechanisms for physical systems, and coding vocabulary for computational systems. Return to the Vocabulary Article Directory or eduKate Vocabulary Learning System for the wider estate.

Vocabulary route: return to English Vocabulary Lists.

eduKate Singapore

Top 100 Primary 2 Vocabulary List | Electricity, Circuits, Light, Sound and Energy Words for Grade 2

Safety first: vocabulary is not permission to experiment with mains electricity

Electricity basics: ten high-utility Primary 2 physical-science words

Electricity basics laboratory: diagram → prediction → observation → explanation

Circuit parts: ten high-utility Primary 2 physical-science words

Circuit parts laboratory: diagram → prediction → observation → explanation

Circuit states: ten high-utility Primary 2 physical-science words

Circuit states laboratory: diagram → prediction → observation → explanation

Materials: ten high-utility Primary 2 physical-science words

Materials laboratory: diagram → prediction → observation → explanation

Light: ten high-utility Primary 2 physical-science words

Light laboratory: diagram → prediction → observation → explanation

Sound: ten high-utility Primary 2 physical-science words

Sound laboratory: diagram → prediction → observation → explanation

Heat and temperature: ten high-utility Primary 2 physical-science words

Heat and temperature laboratory: diagram → prediction → observation → explanation

Observation and testing: ten high-utility Primary 2 physical-science words

Observation and testing laboratory: diagram → prediction → observation → explanation

Reasoning: ten high-utility Primary 2 physical-science words

Reasoning laboratory: diagram → prediction → observation → explanation

Safety and responsibility: ten high-utility Primary 2 physical-science words

Safety and responsibility laboratory: diagram → prediction → observation → explanation

A simple circuit is a connected system

Open and closed circuits

Conductors and insulators

Light: source, transmission and reflection

Sound and vibration

Heat and temperature are related but not identical

Twenty retrieval and reasoning checks

A four-week Primary 2 learning route

Sources and scope

Continue through the Primary 2 technical vocabulary lane

Like this:

Take one question further

Top 100 Primary 2 Vocabulary List | Electricity, Circuits, Light, Sound and Energy Words for Grade 2

Safety first: vocabulary is not permission to experiment with mains electricity

Electricity basics: ten high-utility Primary 2 physical-science words

Electricity basics laboratory: diagram → prediction → observation → explanation

Circuit parts: ten high-utility Primary 2 physical-science words

Circuit parts laboratory: diagram → prediction → observation → explanation

Circuit states: ten high-utility Primary 2 physical-science words

Circuit states laboratory: diagram → prediction → observation → explanation

Materials: ten high-utility Primary 2 physical-science words

Materials laboratory: diagram → prediction → observation → explanation

Light: ten high-utility Primary 2 physical-science words

Light laboratory: diagram → prediction → observation → explanation

Sound: ten high-utility Primary 2 physical-science words

Sound laboratory: diagram → prediction → observation → explanation

Heat and temperature: ten high-utility Primary 2 physical-science words

Heat and temperature laboratory: diagram → prediction → observation → explanation

Observation and testing: ten high-utility Primary 2 physical-science words

Observation and testing laboratory: diagram → prediction → observation → explanation

Reasoning: ten high-utility Primary 2 physical-science words

Reasoning laboratory: diagram → prediction → observation → explanation

Safety and responsibility: ten high-utility Primary 2 physical-science words

Safety and responsibility laboratory: diagram → prediction → observation → explanation

A simple circuit is a connected system

Open and closed circuits

Conductors and insulators

Light: source, transmission and reflection

Sound and vibration

Heat and temperature are related but not identical

Twenty retrieval and reasoning checks

A four-week Primary 2 learning route

Sources and scope

Continue through the Primary 2 technical vocabulary lane

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