What's New: Science Worksheets and Study Guides

Matter Kindergarten Science
All About Me Kindergarten Science
Our Earth Kindergarten Science
Weather Kindergarten Science
Me and My Family Kindergarten Science
All About Animals Kindergarten Science
Our Earth Kindergarten Science

Kentucky Standards for Second Grade Science

KY.AE. Academic Expectation

AE.1. Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

1.10. Students organize information through development and use of classification rules and systems.
1.16. Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
1.3. Students make sense of the various things they observe.
1.5-1.9. Students use mathematical ideas and procedures to communicate, reason, and solve problems.

AE.2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

2.1. Science: Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
2.2. Science: Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
2.6. Science: Students understand how living and nonliving things change over time and the factors that influence the changes.

KY.CC. Core Content for Assessment v.4.1

SC-EP-1.1. Structure and Transformation of Matter: In the elementary years of conceptual development, students will be studying properties of matter and physical changes of matter at the macro level through direct observations, forming the foundation for subsequent learning.

SC-EP-1.1.1. Physical Science: Students will classify material objects by their properties providing evidence to support their classifications.
SC-EP-1.1.2. Physical Science: Students will understand that objects have many observable properties such as size, mass, shape, color, temperature, magnetism, and the ability to interact and/or to react with other substances. Some properties can be measured using tools such as metric rulers, balances, and thermometers.
SC-EP-1.1.3. Physical Science: Students will describe the properties of water as it occurs as a solid, liquid or gas.

SC-EP-1.2. Motion and Forces: In the elementary years of conceptual development, students need multiple opportunities to experience, observe and describe (in words and pictures) motion, including factors (pushing and pulling) that affect motion.

SC-EP-1.2.1. Physical Science: Students will describe and make inferences about the interactions of magnets with other magnets and other matter (e.g., magnets can make some things move without touching them).

SC-EP-2.3. The Earth and the Universe: Development of conceptual understandings about processes that shape the Earth begin at the elementary level with understanding what Earth materials are and that change occurs. At the heart of elementary students' initial understanding of the Earth's place in the universe is direct observation of the earth-sun-moon system. Students can derive important conceptual understandings about the system as they describe interactions resulting in shadows, moon phases and day and night. The use of models and observance of patterns to explain common phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels.

SC-EP-2.3.1. Earth and Space Science: Students will describe earth materials (solid rocks, soils, water and gases of the atmosphere) using their properties.
SC-EP-2.3.2. Earth and Space Science: Students will describe patterns in weather and weather data in order to make simple predictions based on those patterns discovered.
SC-EP-2.3.3. Earth and Space Science: Students will describe the properties, locations and real or apparent movements of objects in the sky (Sun, moon).
SC-EP-2.3.4. Earth and Space Science: Students will describe the movement of the sun in the sky using evidence of interactions of the sun with the earth (e.g., shadows, position of sun relative to horizon) to identify patterns of movement.
SC-EP-2.3.5. Earth and Space Science: Students will understand that the moon moves across the sky on a daily basis much like the Sun. The observable shape of the moon can be described as it changes from day to day in a cycle that lasts about a month.

SC-EP-3.4. Unity and Diversity: Elementary students begin to observe the macroscopic features of organisms in order to make comparisons and classifications based upon likenesses and differences. Looking for patterns in the appearance and behavior of an organism leads to the notion that offspring are much like the parents, but not exactly alike.

SC-EP-3.4.1. Biological Science: Students will explain the basic needs of organisms.
SC-EP-3.4.2. Biological Science: Students will understand that things in the environment are classified as living, nonliving and once living. Living things differ from nonliving things. Organisms are classified into groups by using various characteristics (e.g., body coverings, body structures).
SC-EP-3.4.3. Biological Science: Students will describe the basic structures and related functions of plants and animals that contribute to growth, reproduction and survival.
SC-EP-3.4.4. Biological Science: Students will describe a variety of plant and animal life cycles to understand patterns of the growth, development, reproduction and death of an organism.

SC-EP-4.6. Energy Transformations: Energy transformations are inherent in almost every system in the universe - from tangible examples at the elementary level, such as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels).

SC-EP-4.6.1. Unifying Concepts: Students will describe basic relationships of plants and animals in an ecosystem (food chains).

SC-EP-4.7. Interdependence: Elementary learners need to become acquainted with ecosystems that are easily observable to them by beginning to study the habitats of many types of local organisms. Students begin to investigate the survival needs of different organisms and how the environment affects optimum conditions for survival.

SC-EP-4.7.1. Unifying Concepts: Students will describe the cause and effect relationships existing between organisms and their environments.

KY.PS. Program of Studies 2006

SC-P-BC. Big Idea: Biological Change (Biological Science) - The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changes caused by nature in their own environment, noting changes that humans and other organisms cause in their environment, and observing fossils found in or near their environment. (Academic Expectations 2.1, 2.2, 2.6)

SC-P-BC-S-1. Program of Studies: Skills and Concepts - Students will identify and describe evidence of organisms that no longer exist (fossils)
SC-P-BC-S-6. Program of Studies: Skills and Concepts - Students will describe in words, pictures and/or measurements, changes that occur quickly (e.g., puddles forming from rain, cutting hair, burning paper) and changes that occur more slowly (e.g., hair growing, water evaporating in an open container, growing in height), noting the factors that influence the change

SC-P-ET. Big Idea: Energy Transformations (Unifying Concepts) - Energy transformations are inherent in almost every system in the universe - from tangible examples at the elementary level, such as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels). (Academic Expectations 2.1, 2.2, 2.3, 2.4)

SC-P-ET-S-1. Program of Studies: Skills and Concepts - Students will identify examples and sources of energy
SC-P-ET-S-3. Program of Studies: Skills and Concepts - Students will observe, illustrate and explain basic relationships of plants and animals in an ecosystem (e.g., use simple food chains and webs to explain how plants and animals get food/energy to live and grow)
SC-P-ET-S-4. Program of Studies: Skills and Concepts - Students will observe and describe evidence of the sun providing light and heat to the Earth
SC-P-ET-S-7. Program of Studies: Skills and Concepts - Students will explore a variety of models (e.g., food chains, webs, circuit diagrams) to infer whether the representation is complete or only part of the actual event/object
SC-P-ET-U-1. Program of Studies: Understandings - Students will understand that energy makes things move, grow or work. Everything that changes uses energy to make those changes happen. Sometimes evidence of these changes can be seen, but not always.
SC-P-ET-U-2. Program of Studies: Understandings - Students will understand that almost all kinds of food that animals eat can be traced back to plants. Food chains/webs are useful models of these relationships.
SC-P-ET-U-4. Program of Studies: Understandings - Students will understand that light can be observed to determine how it travels and how it interacts with different materials (e.g. reflects, is absorbed, passes through).

SC-P-EU. Big Idea: Grade: The Earth and the Universe (Earth/Space Science) - The Earth system is in a constant state of change. These changes affect life on earth in many ways. Development of conceptual understandings about processes that shape the Earth begin at the elementary level with understanding what Earth materials are and that change occurs. At the heart of elementary students' initial understanding of the Earth's place in the universe is direct observation of the Earth-sun-moon system. Students can derive important conceptual understandings about the system as they describe interactions resulting in shadows, moon phases, and day and night. The use of models and observance of patterns to explain common phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels. (Academic Expectations 2.1, 2.2, 2.3)

SC-P-EU-S-1. Program of Studies: Skills and Concepts - Students will use senses and scientific tools (e.g., hand lens/magnifier, metric ruler, balance, etc.) to observe, describe and classify earth materials (solid rocks, soils, water and air) using their physical properties
SC-P-EU-S-2. Program of Studies: Skills and Concepts - Students will explore how earth materials are used for certain things because of their properties
SC-P-EU-S-3. Program of Studies: Skills and Concepts - Students will observe weather conditions and record weather data over time using appropriate tools (e.g., thermometer, wind vane, rain gauge, etc.)
SC-P-EU-S-4. Program of Studies: Skills and Concepts - Students will use weather data to describe weather conditions and make simple predictions based on patterns observed (e.g., daily, weekly, seasonal patterns)
SC-P-EU-S-5. Program of Studies: Skills and Concepts - Students will observe the locations and real or apparent movements of the sun and the moon
SC-P-EU-S-6. Program of Studies: Skills and Concepts - Students will investigate evidence of interaction between the sun and the Earth (e.g., shadows, position of sun relative to horizon) to support inferences about movements in the Earth/Sun system
SC-P-EU-U-1. Program of Studies: Understandings - Students will understand that people use a variety of earth materials for different purposes because of their different properties. All products that people use somehow come from the Earth.
SC-P-EU-U-2. Program of Studies: Understandings - Students will understand that some events in nature have a repeating pattern. Weather changes from day to day, but things such as temperature or precipitation tend to be similar (high, medium or low) in the same months every year.
SC-P-EU-U-3. Program of Studies: Understandings - Students will understand that the sun, moon and stars appear to move slowly across the sky at different speeds and we can see patterns in their movement with careful observation.
SC-P-EU-U-4. Program of Studies: Understandings - Students will understand that the sun can only be seen in the daytime. The moon can sometimes be seen during the day and sometimes be seen at night and its shape changes in a predictable pattern.
SC-P-EU-U-5. Program of Studies: Understandings - Students will understand that observable interactions of the sun, moon and the Earth can be used to identify the apparent pattern of their movement.

SC-P-I. Big Idea: Interdependence (Unifying Concepts) - It is not difficult for students to grasp the general notion that species depend on one another and on the environment for survival. But their awareness must be supported by knowledge of the kinds of relationships that exist among organisms, the kinds of physical conditions that organisms must cope with, the kinds of environments created by the interaction of organisms with one another and their physical surroundings, and the complexity of such systems. Elementary learners need to become acquainted with ecosystems that are easily observable to them by beginning to study the habitats of many types of local organisms. Students begin to investigate the survival needs of different organisms and how the environment affects optimum conditions for survival. (Academic Expectations 2.1, 2.2, 2.3, 2.4)

SC-P-I-S-1. Program of Studies: Skills and Concepts - Students will identify the characteristics of an ecosystem
SC-P-I-S-2. Program of Studies: Skills and Concepts - Students will observe, document and explain how organisms depend on their environments
SC-P-I-S-3. Program of Studies: Skills and Concepts - Students will describe and explain how the environment can be affected by the organisms living there
SC-P-I-U-1. Program of Studies: Understandings - Students will understand that the world has many different environments. Distinct environments support the lives of different types of organisms.

SC-P-MF. Big Idea: Motion and Forces (Physical Science) - Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. In the elementary years of conceptual development, students need multiple opportunities to experience, observe, and describe (in words and pictures) motion, including factors (e.g., pushing, pulling) that affect motion. (Academic Expectations 2.1, 2.2, 2.3)

SC-P-MF-S-3. Program of Studies: Skills and Concepts - Students will make qualitative (e.g., hard, soft, fast, slow) descriptions of pushes/pulls and motion
SC-P-MF-S-4. Program of Studies: Skills and Concepts - Students will use tools (e.g., timer, meter stick, balance) to collect data about the position and motion of objects in order to predict changes resulting from pushes and pulls
SC-P-MF-S-5. Program of Studies: Skills and Concepts - Students will explore differences in sounds (high and low pitch) produced by vibrations (e.g., making musical instruments that have moving parts that vibrate to produce sound)
SC-P-MF-S-6. Program of Studies: Skills and Concepts - Students will observe interactions of magnets with other magnets and with other matter (e.g., magnets have a force that can make some things move without touching them; larger size of a magnet does not have to mean it has greater force) in order to make generalizations about the behavior of magnets
SC-P-MF-S-8. Program of Studies: Skills and Concepts - Students will ask questions about motion, magnetism and sound and use a variety of print and non-print sources to gather and synthesize information
SC-P-MF-U-2. Program of Studies: Understandings - Students will understand that forces (pushes or pulls) can cause objects to start moving, go faster, slow down, or change the direction they are going.
SC-P-MF-U-4. Program of Studies: Understandings - Students will understand that vibration is a type of motion that is responsible for making sound.

SC-P-STM. Big Idea: Structure and Transformation of Matter (Physical Science) - A basic understanding of matter is essential to the conceptual development of other big ideas in science. In the elementary years of conceptual development, students will be studying properties of matter and physical changes of matter at the macro level through direct observations, forming the foundation for subsequent learning. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining differences in matter. (Academic Expectations 2.1, 2.2, 2.4)

SC-P-STM-S-1. Program of Studies: Skills and Concepts - Students will use senses to observe and describe properties of material objects (color, size, shape, texture, flexibility, magnetism)
SC-P-STM-S-2. Program of Studies: Skills and Concepts - Students will use appropriate tools (e.g., balance, metric ruler, thermometer, graduated cylinder) to measure and record length, width, volume, temperature and mass of material objects and to answer questions about objects and materials
SC-P-STM-S-3. Program of Studies: Skills and Concepts - Students will investigate the physical properties of water as a solid, liquid and gas
SC-P-STM-S-4. Program of Studies: Skills and Concepts - Students will classify water and other matter using one or more physical properties
SC-P-STM-S-5. Program of Studies: Skills and Concepts - Students will observe and predict the properties of material objects
SC-P-STM-S-6. Program of Studies: Skills and Concepts - Students will work with others to investigate questions about properties of materials, documenting and communicating observations, designs, procedures and results
SC-P-STM-U-2. Program of Studies: Understandings - Students will understand that tools such as thermometers, magnifiers, rulers and balances can give more information about objects than can be obtained by just making observations.
SC-P-STM-U-3. Program of Studies: Understandings - Students will understand that things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them.
SC-P-STM-U-4. Program of Studies: Understandings - Students will understand that water can be a liquid, solid, or gas and can go back and forth from one form to another.

SC-P-UD. Big Idea: Unity and Diversity (Biological Science) - All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move. Living organisms are no exception. Elementary students begin to observe the macroscopic features of organisms in order to make comparisons and classifications based upon likenesses and differences. Looking for patterns in the appearance and behavior of an organism leads to the notion that offspring are much like the parents, but not exactly alike. Emphasis at every level should be placed upon the understanding that while every living thing is composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both the likenesses and differences in form and function that create the diversity of life. (Academic Expectations 2.1, 2.2, 2.3)

SC-P-UD-S-1. Program of Studies: Skills and Concepts - Students will describe the basic needs of organisms and explain how these survival needs can be met only in certain environments
SC-P-UD-S-2. Program of Studies: Skills and Concepts - Students will identify the characteristics that define a habitat
SC-P-UD-S-3. Program of Studies: Skills and Concepts - Students will investigate adaptations that enable animals and plants to grow, reproduce and survive (e.g., movements, body coverings, method of reproduction)
SC-P-UD-S-4. Program of Studies: Skills and Concepts - Students will analyze structures of plants and animals to make inferences about the types of environments for which they are suited
SC-P-UD-S-5. Program of Studies: Skills and Concepts - Students will use scientific tools (e.g., hand lens/magnifier, metric ruler, balance) to observe and make comparisons of organisms; and to classify organisms using one or more of their external characteristics (e.g., body coverings, body structures)
SC-P-UD-S-6. Program of Studies: Skills and Concepts - Students will analyze and compare a variety of plant and animal life cycles in order to uncover patterns of growth, development, reproduction and death of an organism
SC-P-UD-U-1. Program of Studies: Understandings - Students will understand that most living things need water, food and air, while nonliving things can continue to exist without any requirements.
SC-P-UD-U-2. Program of Studies: Understandings - Students will understand that plants and animals have features that help them live in different environments.
SC-P-UD-U-3. Program of Studies: Understandings - Students will understand that some animals are alike in the way they look and in the things they do, and others are very different from one another.
SC-P-UD-U-5. Program of Studies: Understandings - Students will understand that organisms may not be able to survive if some of their parts are missing.