Louisiana Standards for Second Grade Science

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LA.ESS-E. Earth and Space Science: The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.

ESS-E-A1. Properties of Earth Materials: understanding that earth materials are rocks, minerals, and soils. (1)

ESS-E-A3. Properties of Earth Materials: investigating, observing, and describing how water changes from one form to another and interacts with the atmosphere. (2, 4)

ESS-E-A4. Properties of Earth Materials: investigating, observing, measuring, and describing changes in daily weather patterns and phenomena. (2, 4)

ESS-E-A5. Properties of Earth Materials: observing and communicating that rocks are composed of various substances. (1)

ESS-E-A6. Properties of Earth Materials: observing and describing variations in soil. (1)

ESS-E-A7. Properties of Earth Materials: investigating fossils and describing how they provide evidence about plants and animals that lived long ago and the environment in which they lived. (1, 2, 4)

ESS-E-B1. Objects in the Sky: observing and describing the characteristics of objects in the sky. (1)

ESS-E-B2. Objects in the Sky: demonstrating how the relationship of the Earth, moon, and sun causes eclipses and moon phases. (2, 3, 4)

ESS-E-B3. Objects in the Sky: observing and recording the changing appearances and positions of the moon in the sky at night and determining the monthly pattern of lunar change. (1, 2, 3, 4)

ESS-E-B4. Objects in the Sky: modeling changes that occur because of the rotation of the Earth (alternation of night and day) and the revolution of the Earth around the sun. (1, 2, 3, 4)

GLE-E-36. Grade Level Expectation: Properties of Earth Materials: Observe and record the properties of rocks, minerals, and soils gathered from their surroundings (e.g., color, texture, odor) (ESS-E-A1)

GLE-E-37. Grade Level Expectation: Properties of Earth Materials: Compare bodies of water found on Earth (e.g., oceans, seas, lakes, rivers, glaciers) (ESS-E-A2)

GLE-E-38. Grade Level Expectation: Properties of Earth Materials: Explain why most of the water on Earth cannot be used as drinking (potable) water (ESS-E-A2)

GLE-E-39. Grade Level Expectation: Properties of Earth Materials: Design an experiment involving evaporation (ESS-E-A3)

GLE-E-40. Grade Level Expectation: Properties of Earth Materials: Gather, record, and graph weather data (e.g., precipitation, wind speed, wind direction, temperature) using appropriate instruments (ESS-E-A4)

GLE-E-41. Grade Level Expectation: Properties of Earth Materials: Analyze recorded daily temperatures and weather conditions from newspapers, television, the Internet, and home/outdoor thermometers (ESS-E-A4)

GLE-E-43. Grade Level Expectation: Objects in the Sky: Describe characteristics of the Sun, stars, and Earth's moon (e.g., relative size, shape, color, production of light/heat) (ESS-E-B1)

GLE-E-44. Grade Level Expectation: Objects in the Sky: Give examples of how the Sun affects Earth's processes (e.g., weather, water cycle) (ESS-E-B5)

LA.LS-E. Life Science: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

GLE-E-27. Grade Level Expectation: Characteristics of Organisms: Match the appropriate food source and habitat for a variety of animals (e.g., cows/grass/field, fish/tadpoles/water) (LS-E-A1)

GLE-E-28. Grade Level Expectation: Characteristics of Organisms: Describe structures of plants (e.g., roots, leaves, stems, flowers, seeds) (LS-E-A3)

GLE-E-29. Grade Level Expectation: Characteristics of Organisms: Compare differences and similarities among a variety of seed plants (LS-E-A3)

GLE-E-30. Grade Level Expectation: Characteristics of Organisms: Identify physical characteristics of organisms (e.g., worms, amphibians, plants) (LS-E-A4)

GLE-E-33. Grade Level Expectation: Life Cycles of Organisms: Compare the life cycles of selected organisms (e.g., mealworm, caterpillar, tadpole) (LS-E-B1)

GLE-E-35. Grade Level Expectation: Organisms and Their Environments: Identify the components of a variety of habitats and describe how organisms in those habitats depend on each other (LS-E-C1)

LS-E-A1. Characteristics of Organisms: identifying the needs of plants and animals, based on age-appropriate recorded observations. (1, 2, 3, 4)

LS-E-A2. Characteristics of Organisms: distinguishing between living and nonliving things. (1, 2, 3, 4)

LS-E-A3. Characteristics of Organisms: locating and comparing major plant and animal structures and their functions. (1, 3)

LS-E-A5. Characteristics of Organisms: locating major human body organs and describing their functions. (1, 4)

LS-E-B1. Life Cycles of Organisms: observing and describing the life cycles of some plants and animals. (1, 3)

LS-E-B2. Life Cycles of Organisms: observing, comparing, and grouping plants and animals according to likenesses and/or differences. (1, 2, 4)

LS-E-C1. Organisms and Their Environments: examining the habitats of plants and animals and determining how basic needs are met within each habitat. (1, 2, 3, 4, 5)

LS-E-C2. Organisms and Their Environments: describing how the features of some plants and animals enable them to live in specific habitats. (1, 2, 3, 4, 5)

LS-E-C3. Organisms and Their Environments: observing animals and plants and describing interaction or interdependence. (1, 4)

LA.PS-E. Physical Science: Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.

GLE-E-16. Grade Level Expectation: Properties of Objects and Materials: Measure weight/mass and volume of a variety of objects and materials by using a pan balance and various containers (PS-E-A2)

GLE-E-17. Grade Level Expectation: Properties of Objects and Materials: Use standard tools to measure objects or materials (e.g., ruler, meter stick, measuring tape, pan balance, thermometer, graduated cylinder) (PS-E-A2)

GLE-E-18. Grade Level Expectation: Properties of Objects and Materials: Observe, describe, and record the characteristics of materials that make up different objects (e.g., metal, nonmetal, plastic, rock, wood, paper) (PS-E-A3)

GLE-E-21. Grade Level Expectation: Forms of Energy: Use students' own voices to demonstrate pitch (e.g., low, high) (PS-E-C1)

GLE-E-22. Grade Level Expectation: Forms of Energy: Give examples of objects that vibrate to produce sound (e.g., drum, stringed instrument, end of a ruler, cymbal) (PS-E-C1)

GLE-E-24. Grade Level Expectation: Forms of Energy: Describe how light behaves when it strikes objects and materials (e.g., transparent, translucent, opaque) (PS-E-C2)

GLE-E-26. Grade Level Expectation: Forms of Energy: Identify and describe sources of energy used at school, home, and play (PS-E-C7)

PS-E-A1. Properties of Objects and Materials: observing, describing, and classifying objects by properties (size, weight, shape, color, texture, and temperature). (4)

PS-E-A3. Properties of Objects and Materials: observing and describing the objects by the properties of the materials from which they are made (paper, wood, metal). (2, 4)

PS-E-A4. Properties of Objects and Materials: describing the properties of the different states of matter and identifying the conditions that cause matter to change states. (2, 3)

PS-E-A5. Properties of Objects and Materials: creating mixtures and separating them based on differences in properties (salt, sand). (2, 3)

PS-E-B2. Position and Motion of Objects: exploring and recognizing that the position and motion of objects can be changed by pushing or pulling (force) over time. (1, 2, 3)

PS-E-C1. Forms of Energy: experimenting and communicating how vibrations of objects produce sound and how changing the rate of vibration varies the pitch. (2)

PS-E-C2. Forms of Energy: investigating and describing how light travels and what happens when light strikes an object (reflection, refraction, and absorption). (2)

PS-E-C3. Forms of Energy: investigating and describing different ways heat can be produced and moved from one object to another by conduction. (2)

PS-E-C5. Forms of Energy: investigating and communicating that magnetism and gravity can exert forces on objects without touching the objects. (2)

LA.SE-E. Science and the Environment: In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

GLE-E-45. Grade Level Expectation: Locate and identify plants and animals within an ecosystem (SE-E-A2)

GLE-E-46. Grade Level Expectation: Illustrate and describe a simple food chain located within an ecosystem (SE-E-A2)

GLE-E-47. Grade Level Expectation: Identify the Sun as the primary energy source in a food chain (SE-E-A2)

GLE-E-49. Grade Level Expectation: Describe how consumption of resources can be reduced by recycling, reusing, and conserving (SE-E-A4)

GLE-E-51. Grade Level Expectation: Describe and give examples of threatened or endangered species (SE-E-A5)

SE-E-A1. Understanding that an 'ecosystem' is made of living and non-living components. (1, 3, 4)

SE-E-A2. Understanding the components of a food chain. (1, 3, 4)

SE-E-A4. Understanding that the original sources of all material goods are natural resources and that the conserving and recycling of natural resources is a form of stewardship. (1, 2, 3, 4, 5)

LA.SI-E. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

GLE-E-11. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)

GLE-E-12. Grade Level Expectation: Understanding Scientific Inquiry: Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3)

GLE-E-3. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2)

GLE-E-4. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Predict and anticipate possible outcomes (SI-E-A2)

GLE-E-5. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2)

GLE-E-6. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Use the five senses to describe observations (SI-E-A3)

GLE-E-7. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Measure and record length and temperature in both metric system and U.S. system units (SI-E-A4)

GLE-E-8. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4)

GLE-E-9. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4)

SI-E-A2 . The Abilities Necessary to do Scientific Inquiry: planning and/or designing and conducting a scientific investigation. (2, 3)

SI-E-A3 . The Abilities Necessary to do Scientific Inquiry: communicating that observations are made with one's senses. (1, 3)

SI-E-A4 . The Abilities Necessary to do Scientific Inquiry: employing equipment and tools to gather data and extend the sensory observations. (3)

SI-E-A5 . The Abilities Necessary to do Scientific Inquiry: using data, including numbers and graphs, to explain observations and experiments;

SI-E-A7 . The Abilities Necessary to do Scientific Inquiry: utilizing safety procedures during experiments. (3, 5)

SI-E-B2 . Understanding Scientific Inquiry: using appropriate experiments depending on the questions to be explored. (2, 4)

SI-E-B3 . Understanding Scientific Inquiry: choosing appropriate equipment and tools to conduct an experiment. (2, 3, 5)

SI-E-B6 . Understanding Scientific Inquiry: reviewing and asking questions about the results of investigations. (1, 3, 4)