# Grade 2: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 16 concepts ready. In the app: https://ai.page/roadmap/va-sci-grade-2 Part of: [Virginia SOL: Science](https://ai.page/roadmap/va-sci.md) Goal: Virginia Standards of Learning: Science, Grade 2 ## 1. Earth Resources - [Preventing Erosion](https://ai.page/c/preventing-erosion/index.md): Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land - [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 ## 2. Earth and Space Systems - [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) - [Why seasons change](https://ai.page/c/why-seasons-change/index.md): Make observations at different times of year to relate the amount of daylight to the time of year, noticing longer days in summer and shorter days in winter - [Local weather patterns](https://ai.page/c/local-weather-patterns/index.md): Use and share observations of local weather conditions to describe patterns over time, recording temperature, rainfall, and other conditions - [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 ## 3. Living Systems and Processes - [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 - [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 - [Living Things Vocabulary](https://ai.page/c/living-things-vocabulary/index.md): Name and use vocabulary for what makes something living — alive, dead, never been alive, movement, nutrition, growth, reproduction, sensitivity, excretion — and apply these terms when classifying objects and explaining why plants and animals count as living things - [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 ## 4. Matter - [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 - [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 ## 5. Force, Motion, and Energy - [Forces Vocabulary](https://ai.page/c/forces-vocabulary/index.md): Name and describe forces using precise vocabulary — force, push, pull, twist, stretch, squash, contact force, non-contact force, gravity, weight, friction, air resistance, upthrust — and distinguish between forces that require physical contact and forces that act at a distance - [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 ## 6. Economics · The student will apply history and social science skills to understand basic economic principles by - [Natural resources](https://ai.page/c/natural-resources/index.md): Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment ## 7. Geography · The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by - [Shapes of land and water](https://ai.page/c/shapes-of-land-and-water/index.md): Develop a model to represent the shapes and kinds of land (mountains, valleys, plains) and bodies of water (rivers, lakes, oceans) in an area ## Health: 0 of 100 Of its 16 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): - Preventing Erosion comes before Shapes of land and water, which it needs - Preventing Erosion has no explanation yet - What Living Things Need has no explanation yet - Fast & Slow Earth Changes has no explanation yet - Why seasons change has no explanation yet - Local weather patterns has no explanation yet - Weather vs climate has no explanation yet - Habitats & Basic Needs has no explanation yet - Changing Environments has no explanation yet - Living Things Vocabulary has no explanation yet - Life Cycles of Organisms has no explanation yet - States of Matter Vocabulary has no explanation yet - Heating & Cooling Changes has no explanation yet - Forces Vocabulary has no explanation yet - Pushes & Pulls has no explanation yet - Natural resources has no explanation yet - Shapes of land and water has no explanation yet Credit: The structure of Virginia Standards of Learning: Science (https://airtable.com/appAqCJWFHZMaNUh2/tblGy4kx6tGuscLHj/viwE5G0UuqG8WME5q/rec9tVVjI3Ovjm31U/fldIxltCXshIi374r/attKV3U29tBt7Uqsv?blocks=hide); 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.