What's New: Science Worksheets and Study Guides

All About Plants Kindergarten Science
Our Earth Kindergarten Science
Our Earth Kindergarten Science
All About Plants Kindergarten Science
Pushing, Moving, Pulling Kindergarten Science
Me and My Family Kindergarten Science
Weather Kindergarten Science

Louisiana Standards for Second Grade Science

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)