# Grade 2: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 29 concepts ready. In the app: https://ai.page/roadmap/tx-sci-grade-2 Part of: [Texas TEKS: Science](https://ai.page/roadmap/tx-sci.md) Goal: Texas Essential Knowledge and Skills: Science, Grade 2 ## 1. Organisms and environments. The student knows that organisms have structures and undergo processes that help them interact and survive within their environments. The student is expected to: - [Life Cycles of Organisms](https://ai.page/c/life-cycles-of-organisms/index.md): Develop models to describe that organisms have unique and diverse life cycles but all share the common stages of birth, growth, reproduction, and death - [How animals adapt to environments](https://ai.page/c/how-animals-adapt-to-environments/index.md): Identify how animals and plants are adapted to suit their environment and understand that adaptation may lead to evolution over time - [What Living Things Need](https://ai.page/c/what-living-things-need/index.md): Understand what plants and animals (including humans) need to survive: water, food, air, and suitable conditions - [Parts of a Plant](https://ai.page/c/parts-of-a-plant/index.md): Identify and describe the basic structure of common flowering plants (roots, stem, leaves, flowers) and trees (roots, trunk, branches, leaves) - [How Plant Parts Work](https://ai.page/c/how-plant-parts-work/index.md): Identify and describe the functions of different parts of flowering plants: roots absorb water and nutrients, stems transport materials, leaves make food, flowers enable reproduction ## 2. Organisms and environments. The student knows that living organisms have basic needs that must be met through interactions within their environment. The student is expected to: - [Habitats & Basic Needs](https://ai.page/c/habitats-and-basic-needs/index.md): Identify that most living things live in habitats to which they are suited and describe how habitats provide for basic needs and how organisms depend on each other - [Simple Food Chains](https://ai.page/c/simple-food-chains/index.md): Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify different sources of food ## 3. Earth and space. The student knows that earth materials and products made from these materials are important to everyday life. The student is expected to: - [Reducing Human Impact](https://ai.page/c/reducing-human-impact/index.md): Communicate solutions that will reduce the impact of humans on the land, water, air, and other living things in the local environment - [Earth Is Made of Rock](https://ai.page/c/earth-is-made-of-rock/index.md): Understand that Earth is made of rock and other solid materials ## 4. Earth and space. The student knows that the natural world includes earth materials that can be observed in systems and processes. The student is expected to: - [Rapid earth changes](https://ai.page/c/rapid-earth-changes/index.md): Use information from several sources to provide evidence that Earth events can occur quickly (earthquakes, volcanic eruptions) or slowly (erosion, mountain building) - [Weather vs climate](https://ai.page/c/weather-vs-climate/index.md): Obtain and combine information to describe climates in different regions of the world, distinguishing between weather and climate - [Fast & Slow Earth Changes](https://ai.page/c/fast-and-slow-earth-changes/index.md): Understand that Earth's surface changes: some changes are quick (eruptions, earthquakes) and some are slow (wind, water wearing away rock) ## 5. Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: - [How Telescopes Work](https://ai.page/c/how-telescopes-work/index.md): Know that telescopes are instruments that help us see distant objects in space, and that space telescopes like Hubble and James Webb orbit above Earth’s atmosphere to get clearer views of the universe - [Sun, Moon & Stars](https://ai.page/c/sun-moon-and-stars/index.md): Identify the Sun, Moon, and stars as objects in the sky and describe basic differences: the Sun gives light and heat during the day, stars are tiny points of light at night, and the Moon can appear in both the day and night sky - [Sun, Moon, and stars](https://ai.page/c/sun-moon-and-stars-science/index.md): Use observations of the sun, moon, and stars to describe predictable patterns such as the sun rising and setting, the moon changing shape, and stars appearing at night ## 6. Force, motion, and energy. The student knows that energy is everywhere and can be observed in everyday life. The student is expected to: - [Communication with Light & Sound](https://ai.page/c/communication-with-light-and-sound/index.md): Design and build a device that uses light or sound to solve the problem of communicating over a distance - [Naming types of energy](https://ai.page/c/naming-types-of-energy/index.md): Name and use vocabulary for types of energy and energy transfer — kinetic energy, potential energy, heat energy, light energy, sound energy, electrical energy, chemical energy, stored energy, energy transfer, energy transformation — and describe energy changes in familiar situations using these terms - [Vibrations & Sound](https://ai.page/c/vibrations-and-sound/index.md): Understand that vibrating materials can make sound, and that sound can make materials vibrate ## 7. Force, motion, and energy. The student knows that forces cause changes in motion and position in everyday life. The student is expected to: - [Pushes & Pulls](https://ai.page/c/pushes-and-pulls/index.md): Understand that pushes and pulls are forces that can change the speed or direction of an object's motion, and compare the effects of different strengths and directions ## 8. Matter and its properties. The student knows that matter has physical properties that determine how it is described, classified, and used. The student is expected to: - [Classifying Materials](https://ai.page/c/classifying-materials/index.md): Plan and conduct an investigation to classify different kinds of materials by their observable properties - [Taking Apart & Rebuilding](https://ai.page/c/taking-apart-and-rebuilding/index.md): Observe that an object made of a small set of pieces can be disassembled and made into a new object, understanding that the pieces still exist - [States of Matter Vocabulary](https://ai.page/c/states-of-matter-vocabulary/index.md): Name and distinguish the three states of matter — solid, liquid, and gas — using properties vocabulary: hard, rigid, runny, flows, keeps its shape, fills its container; use 'change of state' to describe what happens when materials are heated or cooled ## 9. Recurring themes and concepts. The student uses recurring themes and concepts to make connections across disciplines. The student is expected to: - [Changing Environments](https://ai.page/c/changing-environments/index.md): Recognise that environments can change and that this can sometimes pose dangers and challenges to living things ## 10. Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to: - [Simple tests and experiments](https://ai.page/c/simple-tests-and-experiments/index.md): Perform simple tests and use observations and ideas to suggest answers to questions ## 11. Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: - [Drawing conclusions from evidence](https://ai.page/c/drawing-conclusions-from-evidence/index.md): Report on findings from enquiries using oral and written explanations, draw simple conclusions, make predictions, and suggest improvements ## 12. Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based a - [Comparing Design Solutions](https://ai.page/c/comparing-design-solutions/index.md): Analyse data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of each design ## 13. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropr - [Modelling with Sketches](https://ai.page/c/modelling-with-sketches/index.md): Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem - [Recording Data](https://ai.page/c/recording-data/index.md): Gather and record data using simple methods such as tables, tally charts, and drawings to help answer questions - [Observing with simple equipment](https://ai.page/c/observing-with-simple-equipment/index.md): Observe closely using simple equipment such as hand lenses, and use observations to describe, compare, and identify things ## Health: 0 of 100 Of its 29 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Life Cycles of Organisms has no explanation yet - How animals adapt to environments has no explanation yet - What Living Things Need has no explanation yet - Parts of a Plant has no explanation yet - How Plant Parts Work has no explanation yet - Habitats & Basic Needs has no explanation yet - Simple Food Chains has no explanation yet - Reducing Human Impact has no explanation yet - Earth Is Made of Rock has no explanation yet - Rapid earth changes has no explanation yet - Weather vs climate has no explanation yet - Fast & Slow Earth Changes has no explanation yet - How Telescopes Work has no explanation yet - Sun, Moon & Stars has no explanation yet - Sun, Moon, and stars has no explanation yet - Communication with Light & Sound has no explanation yet - Naming types of energy has no explanation yet - Vibrations & Sound has no explanation yet - Pushes & Pulls has no explanation yet - Classifying Materials has no explanation yet - Taking Apart & Rebuilding has no explanation yet - States of Matter Vocabulary has no explanation yet - Changing Environments has no explanation yet - Simple tests and experiments comes before Observing with simple equipment, which it needs - Simple tests and experiments has no explanation yet - Drawing conclusions from evidence has no explanation yet - Comparing Design Solutions comes before Modelling with Sketches, which it needs - Comparing Design Solutions comes before Recording Data, which it needs - Comparing Design Solutions has no explanation yet - Modelling with Sketches has no explanation yet - Recording Data has no explanation yet - Observing with simple equipment has no explanation yet Credit: The structure of Texas Essential Knowledge and Skills: Science (https://tea.texas.gov/system/files/principles-of-applied-engineering-breakouts_0.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.