# Key stage 2: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 65 concepts ready. In the app: https://ai.page/roadmap/uk-nc-2013-key-stage-2-science Part of: [National Curriculum in England](https://ai.page/roadmap/uk-nc-2013.md) Goal: The national curriculum in England: Key stages 1 and 2 framework document, Key stage 2 ## 1. Animals, including humans - [Animal Nutrition](https://ai.page/c/animal-nutrition/index.md): Understand that animals, including humans, need the right types and amounts of nutrition, and that animals cannot make their own food - [Skeletons & Muscles](https://ai.page/c/skeletons-and-muscles/index.md): Identify that humans and some other animals have skeletons and muscles for support, protection, and movement - [The Digestive System](https://ai.page/c/the-digestive-system/index.md): Describe the simple functions of the basic parts of the human digestive system: mouth, oesophagus, stomach, small intestine, large intestine - [Types of Teeth](https://ai.page/c/types-of-teeth/index.md): Identify the different types of human teeth (incisors, canines, molars) and describe their functions in eating - [Food Chains & Energy Transfer](https://ai.page/c/food-chains-and-energy-transfer/index.md): Construct and interpret food chains identifying producers, predators, and prey, and understand energy transfer between trophic levels - [Human Life Stages](https://ai.page/c/human-life-stages/index.md): Describe the changes as humans develop to old age, including the stages of the human life cycle ## 2. Forces and magnets - [Friction & Surfaces](https://ai.page/c/friction-and-surfaces/index.md): Compare how things move on different surfaces, noticing that some surfaces create more friction than others - [Contact & Non-Contact Forces](https://ai.page/c/contact-and-non-contact-forces/index.md): Notice that some forces need contact between two objects (contact forces) while magnetic forces can act at a distance (non-contact forces) - [Magnetic Materials](https://ai.page/c/magnetic-materials/index.md): Observe how magnets attract or repel each other and attract some materials and not others - [Magnetic Poles](https://ai.page/c/magnetic-poles/index.md): Describe magnets as having two poles (north and south) and predict whether two magnets will attract or repel based on which poles face each other ## 3. Light - [Light & Seeing in the Dark](https://ai.page/c/light-and-seeing-in-the-dark/index.md): Observe that objects in darkness can be seen only when illuminated by a light source - [Reflecting Light](https://ai.page/c/reflecting-light/index.md): Notice that light is reflected from surfaces, and that shiny smooth surfaces reflect light best - [Protecting Eyes from Sunlight](https://ai.page/c/protecting-eyes-from-sunlight/index.md): Recognise that light from the sun can be dangerous and that there are ways to protect eyes - [How Shadows Form](https://ai.page/c/how-shadows-form/index.md): Recognise that shadows are formed when light from a source is blocked by an opaque object, and find patterns in how shadow size changes - [How We See Objects](https://ai.page/c/how-we-see-objects/index.md): Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen - [Light Travels in Straight Lines](https://ai.page/c/light-travels-in-straight-lines/index.md): Recognise that light appears to travel in straight lines and use this to explain how we see objects and why shadows have the same shape as the objects that cast them ## 4. Plants - [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 - [What Plants Need to Thrive](https://ai.page/c/what-plants-need-to-thrive/index.md): Explore and compare the requirements of plants for life and growth: air, light, water, nutrients from soil, and room to grow - [Water Transport in Plants](https://ai.page/c/water-transport-in-plants/index.md): Investigate how water is transported within plants, using observations such as coloured water being drawn up through a stem - [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 - [Pollination & Seed Dispersal](https://ai.page/c/pollination-and-seed-dispersal/index.md): Understand the life cycle of flowering plants including pollination, seed formation, and seed dispersal ## 5. Rocks - [Properties of materials](https://ai.page/c/properties-of-materials/index.md): Compare and group different kinds of rocks based on their appearance and simple physical properties such as hardness, texture, and colour - [How fossils form](https://ai.page/c/how-fossils-form-science/index.md): Describe in simple terms how fossils are formed when things that have lived are trapped within rock over millions of years - [Rocks and soil](https://ai.page/c/rocks-and-soil/index.md): Recognise that soils are made from rocks and organic matter, and that different soils have different properties ## 6. Electricity - [What uses electricity at home](https://ai.page/c/what-uses-electricity-at-home/index.md): Identify common appliances that run on electricity and understand that electricity is a form of energy that powers devices in everyday life - [Building a simple circuit](https://ai.page/c/building-a-simple-circuit/index.md): Construct a simple series electrical circuit, identifying and naming its basic parts: cells, wires, bulbs, switches, and buzzers - [Will the bulb light up?](https://ai.page/c/will-the-bulb-light-up/index.md): Identify whether or not a lamp will light in a simple series circuit, based on whether the lamp is part of a complete loop with a battery - [How switches work](https://ai.page/c/how-switches-work/index.md): Recognise that a switch opens and closes a circuit, controlling whether a lamp lights or a buzzer sounds - [Conductors and insulators](https://ai.page/c/conductors-and-insulators/index.md): Recognise some common conductors and insulators, and associate metals with being good conductors of electricity - [More batteries, brighter bulb](https://ai.page/c/more-batteries-brighter-bulb/index.md): Associate the brightness of a lamp or volume of a buzzer with the number and voltage of cells used in a series circuit - [Why circuit components behave differently](https://ai.page/c/why-circuit-components-behave-differently/index.md): Compare and give reasons for variations in how circuit components function, including brightness of bulbs, loudness of buzzers, and switch positions - [Drawing circuits with proper symbols](https://ai.page/c/drawing-circuits-with-proper-symbols/index.md): Use recognised symbols when representing a simple circuit in a diagram, including cell, wire, bulb, switch, buzzer, and motor ## 7. Living things and their habitats - [Grouping Living Things](https://ai.page/c/grouping-living-things/index.md): Recognise that living things can be grouped in a variety of ways based on observable features - [Classification Keys](https://ai.page/c/classification-keys/index.md): Explore and use classification keys to identify, group, and name living things in local and wider environments - [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 - [Animal Life Cycles](https://ai.page/c/animal-life-cycles/index.md): Describe differences in the life cycles of mammals, amphibians, insects, and birds, comparing metamorphosis with direct development - [Plant & Animal Reproduction](https://ai.page/c/plant-and-animal-reproduction/index.md): Describe the life process of reproduction in some plants and animals, including sexual and asexual reproduction in plants - [Classifying Organisms](https://ai.page/c/classifying-organisms/index.md): Describe how living things are classified into broad groups (micro-organisms, plants, animals) according to common observable characteristics, similarities, and differences - [Evidence-Based Classification](https://ai.page/c/evidence-based-classification/index.md): Give reasons for classifying plants and animals based on specific characteristics, using evidence to justify classification decisions ## 8. States of matter - [Heating & Cooling Changes](https://ai.page/c/heating-and-cooling-changes/index.md): Observe and describe that some materials change state when heated or cooled, and measure the temperature at which changes occur in degrees Celsius - [Solids, Liquids & Gases](https://ai.page/c/solids-liquids-and-gases/index.md): Compare and group materials as solids, liquids, or gases based on their observable properties and behaviour - [Evaporation & the Water Cycle](https://ai.page/c/evaporation-and-the-water-cycle/index.md): Identify the role of evaporation and condensation in the water cycle, and associate the rate of evaporation with temperature ## 9. Sound - [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 - [Sound Travels Through Materials](https://ai.page/c/sound-travels-through-materials/index.md): Recognise that vibrations from sounds travel through a medium (solid, liquid, or gas) to the ear - [Pitch of Sounds](https://ai.page/c/pitch-of-sounds/index.md): Find patterns between the pitch of a sound and features of the object that produced it - [Volume & Vibrations](https://ai.page/c/volume-and-vibrations/index.md): Find patterns between the volume of a sound and the strength of the vibrations that produced it - [Sound Fading with Distance](https://ai.page/c/sound-fading-with-distance/index.md): Recognise that sounds get fainter as the distance from the sound source increases ## 10. Earth and space - [The solar system](https://ai.page/c/the-solar-system/index.md): Describe the sun, Earth, and moon as approximately spherical bodies, and describe the movement of the Earth and other planets orbiting the sun in the solar system - [Earth's rotation and day/night](https://ai.page/c/earth-s-rotation-and-day-night/index.md): Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky ## 11. Forces - [Gravity & Falling Objects](https://ai.page/c/gravity-and-falling-objects/index.md): Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object - [Air Resistance & Friction](https://ai.page/c/air-resistance-and-friction/index.md): Identify the effects of air resistance, water resistance, and friction, and understand that these forces act between moving surfaces to oppose motion - [Levers, Pulleys & Gears](https://ai.page/c/levers-pulleys-and-gears/index.md): Recognise that some mechanisms including levers, pulleys, and gears allow a smaller force to have a greater effect ## 12. Properties and changes of materials - [Advanced Material Properties](https://ai.page/c/advanced-material-properties/index.md): Compare and group everyday materials based on advanced properties: hardness, solubility, transparency, electrical and thermal conductivity, and response to magnets - [Dissolving & Solutions](https://ai.page/c/dissolving-and-solutions/index.md): Understand that some materials dissolve in liquid to form a solution, and describe how to recover a substance from a solution by evaporation - [Separating Mixtures](https://ai.page/c/separating-mixtures/index.md): Use knowledge of solids, liquids, and gases to decide how mixtures might be separated through filtering, sieving, and evaporating - [Testing Materials for Uses](https://ai.page/c/testing-materials-for-uses/index.md): Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials including metals, wood, and plastic - [Reversible Changes](https://ai.page/c/reversible-changes/index.md): Demonstrate that dissolving, mixing, and changes of state are reversible changes where no new materials are formed - [Irreversible Changes](https://ai.page/c/irreversible-changes/index.md): Explain that some changes result in the formation of new materials and are not usually reversible, such as burning, rusting, and reactions with acid ## 13. Animals including humans - [The Circulatory System](https://ai.page/c/the-circulatory-system/index.md): Identify and name the main parts of the human circulatory system and describe the functions of the heart, blood vessels, and blood - [Diet, Exercise & Lifestyle](https://ai.page/c/diet-exercise-and-lifestyle/index.md): Recognise the impact of diet, exercise, drugs, and lifestyle on the way human bodies function - [Nutrient Transport in Animals](https://ai.page/c/nutrient-transport-in-animals/index.md): Describe how nutrients and water are transported within animals, including the role of the circulatory system in delivering nutrients from digestion ## 14. Evolution and inheritance - [Fossils as Evidence](https://ai.page/c/fossils-as-evidence/index.md): Analyse and interpret data from fossils to provide evidence of organisms and environments that existed long ago - [Life Changed Over Time](https://ai.page/c/life-changed-over-time/index.md): Recognise that living things have changed over time and that fossils provide information about organisms that inhabited the Earth millions of years ago - [Offspring resemble parents](https://ai.page/c/offspring-resemble-parents/index.md): Observe that young plants and animals resemble their parents but are not identical, recognising inherited similarities and individual differences - [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 ## Health: 0 of 100 Of its 65 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): - Animal Nutrition has no explanation yet - Skeletons & Muscles has no explanation yet - The Digestive System has no explanation yet - Types of Teeth has no explanation yet - Food Chains & Energy Transfer has no explanation yet - Human Life Stages comes before Life Cycles of Organisms, which it needs - Human Life Stages has no explanation yet - Friction & Surfaces has no explanation yet - Contact & Non-Contact Forces has no explanation yet - Magnetic Materials has no explanation yet - Magnetic Poles has no explanation yet - Light & Seeing in the Dark has no explanation yet - Reflecting Light has no explanation yet - Protecting Eyes from Sunlight has no explanation yet - How Shadows Form has no explanation yet - How We See Objects has no explanation yet - Light Travels in Straight Lines has no explanation yet - How Plant Parts Work has no explanation yet - What Plants Need to Thrive has no explanation yet - Water Transport in Plants has no explanation yet - Life Cycles of Organisms has no explanation yet - Pollination & Seed Dispersal has no explanation yet - Properties of materials has no explanation yet - How fossils form has no explanation yet - Rocks and soil has no explanation yet - What uses electricity at home has no explanation yet - Building a simple circuit has no explanation yet - Will the bulb light up? has no explanation yet - How switches work has no explanation yet - Conductors and insulators has no explanation yet - More batteries, brighter bulb has no explanation yet - Why circuit components behave differently has no explanation yet - Drawing circuits with proper symbols has no explanation yet - Grouping Living Things has no explanation yet - Classification Keys has no explanation yet - Changing Environments has no explanation yet - Animal Life Cycles has no explanation yet - Plant & Animal Reproduction has no explanation yet - Classifying Organisms has no explanation yet - Evidence-Based Classification has no explanation yet - Heating & Cooling Changes has no explanation yet - Solids, Liquids & Gases has no explanation yet - Evaporation & the Water Cycle has no explanation yet - Vibrations & Sound has no explanation yet - Sound Travels Through Materials has no explanation yet - Pitch of Sounds has no explanation yet - Volume & Vibrations has no explanation yet - Sound Fading with Distance has no explanation yet - The solar system has no explanation yet - Earth's rotation and day/night has no explanation yet Credit: The structure of The national curriculum in England: Key stages 1 and 2 framework document; 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.