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    2-LS4-1 · Science

    Ecosystems

    Your child should observe and compare the different plants and animals that live in different places (forest vs. desert vs. ocean).

    What the standard actually says

    Make observations of plants and animals to compare the diversity of life in different habitats.

    Domain: Ecosystems — Understanding how plants and animals depend on their environment and each other.

    Next Generation Science Standards*

    Examples and home activities

    • Take a nature walk in two different spots (park vs. yard) — list what lives in each.
    • Watch a nature documentary about a habitat different from yours. Compare plants and animals.
    • Create a diorama of two different habitats.

    Printable practice worksheet — 2-LS4-1

    Name: ______________________ Date: ____________ Standard: 2-LS4-1

    1. 1. What did you observe? Draw it.

    2. 2. Write one question you want to investigate.

    3. 3. What do you predict will happen? Why?

    4. 4. Record your data in a simple chart.

    5. 5. What did you find out?

    6. 6. What would you change if you tried again?

    secondgrade.com · Science · 2-LS4-1

    Lessons that teach this

    32 lessons list 2-LS4-1.

    Week 8

    • Monday · Science — Students identify the parts of a plant and explain how the stem carries water to the leaves (2-LS2-1, 2-LS4-1).
    • Wednesday · Science — Students compare animal body structures, such as beaks and feet, and explain how each structure helps the animal get food (2-LS4-1).
    • Friday · Science — Students conclude that plant and animal parts have specific jobs that help the organism survive and design an imaginary animal with parts suited to a food (2-LS4-1).

    Week 9

    • Monday · Science — Students describe what a habitat provides (food, water, shelter, space) and compare living things found in two outdoor spots (2-LS4-1).
    • Wednesday · Science — Students compare different habitats (pond, forest, desert, ocean) and match animals to the habitat that meets their needs (2-LS4-1).
    • Friday · Science — Students conclude that different habitats support different kinds of living things and build a model of one habitat (2-LS4-1).

    Week 12

    • Wednesday · Science — Students review habitats and interdependence by tracing food and seed connections in a real outdoor space (2-LS4-1, 2-LS2-2).
    • Friday · Science — Students summarize the unit by stating three claims with evidence about plant needs, habitats, and interdependence, and celebrate with a plant and animal poster (2-LS2-1, 2-LS2-2, 2-LS4-1).

    Week 25

    • Monday · Science — Students will observe and record the variety of living things in one small outdoor area and explain that biodiversity means 'many different kinds of life' (2-LS4-1).
    • Wednesday · Science — Students will compare the biodiversity of two different areas and use their data to explain why one area has more kinds of living things (2-LS4-1).
    • Friday · Science — Students will draw a conclusion about what makes a place rich in living things and create a field guide page for one organism found this week (2-LS4-1).

    Week 26

    • Monday · Science — Students will sort pictures of animals into groups by observable body features (fur, feathers, scales, shells, six legs) and explain their sorting rule (2-LS4-1).
    • Wednesday · Science — Students will classify living things beyond animals (plants, fungi) and use a simple yes-or-no key to identify which group an organism belongs to (2-LS4-1).
    • Friday · Science — Students will explain that scientists group living things by shared features and create a poster showing the major animal groups with one example each (2-LS4-1).

    Week 28

    • Monday · Science — Students will identify what a habitat provides (food, water, shelter, space) and observe how removing one part affects the living things there (2-LS4-1, K-2-ETS1-1).
    • Wednesday · Science — Students will design and test a simple device that keeps litter or oil out of the model pond (K-2-ETS1-1, 2-LS4-1).
    • Friday · Science — Students will conclude that habitats can be protected by people who name the problem and design solutions, and create a habitat protection sign (2-LS4-1, K-2-ETS1-1).

    Week 29

    • Monday · Science — Students will build a simple food chain (sun, plant, animal, animal) from a real habitat and explain that energy passes from one living thing to the next (2-LS4-1, 2-LS2-2).
    • Wednesday · Science — Students will connect several food chains into a food web and predict what happens to the web when one living thing is removed (2-LS4-1, 2-LS2-2).
    • Friday · Science — Students will conclude that every living thing in an ecosystem is connected through food and create a food web mural of a chosen habitat (2-LS4-1, 2-LS2-2).

    Where it lives in our curriculum

    This standard is taught in these weeks:

    Go to Week 8Full curriculumAll standardsYear at a glance

    Related standards in Ecosystems

    2-LS2-1

    Your child should set up a simple experiment to prove that plants need sunlight and water — not just know it, but TEST it.

    2-LS2-2

    Your child should understand and model how animals help plants by spreading seeds or pollinating flowers.