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(Gen) THE NINE CONCEPTS

 
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adedios
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PostPosted: Mon Jan 23, 2006 9:36 pm    Post subject: (Gen) THE NINE CONCEPTS Reply with quote






The United States Department of Education's Office of Educational Research and Development provided a document in 1991 that aims to help science education in the elementary schools. The document prescribes that the curriculum should address the nine basic concepts of science. The following is the blueprint they provided for science learning in elementary schools: (Please browse through the lessons in this forum and see how these lessons may fit under one or more of the basic concepts listed here)


    1. Organization. Scientists have made the study of science manageable by organizing and classifying natural phenomena. For example, natural objects can be assembled in hierarchies (atoms, molecules, mineral grains, rocks, strata, hills, mountains, and planets). Or objects can be arranged according to their complexity (single-celled amoeba, sponges, and so on to mammals).

    Primary grade children can be introduced to this concept by sorting objects like leaves, shells, or rocks according to their characteristics. Intermediate grade children can classify vegetables or fruits according to properties they observe in them, and then compare their own classification schemes to those used by scientists.


    2. Cause and effect. Nature behaves in predictable ways. Searching for explanations is the major activity of science; effects cannot occur without causes. Primary children can learn about cause and effect by observing the effect that light, water, and warmth have on seeds and plants. Intermediate grade children can discover that good lubrication and streamlining the body of a pinewood derby car can make it run faster.


    3. Systems. A system is a whole that is composed of parts arranged in an orderly manner according to some scheme or plan. In science, systems involve matter, energy, and information that move through defined pathways. The amount of matter, energy, and information, and the rate at which they are transferred through the pathways, varies over time. Children begin to understand systems by tracking changes among the individual parts.

    Primary children can learn about systems by studying the notion of balance--for example, by observing the movements and interactions in an aquarium. Older children might gain an understanding of systems by studying the plumbing or heating systems in their homes.


    4. Scale refers to quantity, both relative and absolute. Thermometers, rulers, and weighing devices help children see that objects and energy vary in quantity. It's hard for children to understand that certain phenomena can exist only within fixed limits of size. Yet primary grade children can begin to understand scale if they are asked, for instance, to imagine a mouse the size of an elephant. Would the mouse still have the same proportions if it were that large? What changes would have to occur in the elephant-sized mouse for it to function? Intermediate grade children can be asked to describe the magnification of a microscope.


    5. Models. We can create or design objects that represent other things. This is a hard concept for very young children. But primary grade children can gain experience with it by drawing a picture of a cell as they observe it through a microscope. Intermediate grade children can use a model of the earth's crust to demonstrate the cause of earthquakes.


    6. Change. The natural world continually changes, although some changes may be too slow to observe. Rates of change vary. Children can be asked to observe changes in the position and apparent shape of the moon. Parents and children can track the position of the moon at the same time each night and draw pictures of the moon's changing shape to learn that change takes place during the lunar cycle. Children can also observe and describe changes in the properties of water when it boils, melts, evaporates, freezes, or condenses.


    7. Structure and function. A relationship exists between the way organisms and objects look (feel, smell, sound, and taste) and the things they do. Children can learn that skunks let off a bad odor to protect themselves. Children also can learn to infer what a mammal eats by studying its teeth, or what a bird eats by studying the structure of its beak.


    8. Variation. To understand the concept of organic evolution and the statistical nature of the world, students first need to understand that all organisms and objects have distinctive properties. Some of these properties are so distinctive that no continuum connects them--for example, living and nonliving things, or sugar and salt. In most of the natural world, however, the properties of organisms and objects vary continuously.

    Young children can learn about this concept by observing and arranging color tones. Older children can investigate the properties of a butterfly during its life cycle to discover qualities that stay the same as well as those that change.


    9. Diversity. This is the most obvious characteristic of the natural world. Even preschoolers know that there are many types of objects and organisms. In elementary school, youngsters need to begin understanding that diversity in nature is essential for natural systems to survive. Children can explore and investigate a pond, for instance, to learn that different organisms feed on different things.



*************************************************************
Source:

A r c h i v e d I n f o r m a t i o n
U.S. DEPARTMENT OF EDUCATION
OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT
PROGRAMS FOR THE IMPROVEMENT OF PRACTICE
August 1991
HELPING YOUR CHILD LEARN SCIENCE

http://www.ed.gov/pubs/parents/Science/title.html


Last edited by adedios on Sat Jan 27, 2007 3:29 pm; edited 3 times in total
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adedios
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PostPosted: Wed Mar 15, 2006 1:03 pm    Post subject: National Science Education Standards (USA) Reply with quote

Overview

http://www.nap.edu/readingroom.....rview.html

Introduction

http://www.nap.edu/readingroom.....tml/1.html

Principles and Definitions

http://www.nap.edu/readingroom.....tml/2.html

Science Teaching Standards

http://www.nap.edu/readingroom.....tml/3.html

Standards for Professional Development of Science Teachers

http://www.nap.edu/readingroom.....tml/4.html

Assessments in Science Education

http://www.nap.edu/readingroom.....tml/5.html

Science Content Standards

http://www.nap.edu/readingroom.....ml/6a.html
http://www.nap.edu/readingroom.....ml/6b.html
http://www.nap.edu/readingroom.....ml/6c.html
http://www.nap.edu/readingroom.....ml/6d.html
http://www.nap.edu/readingroom.....ml/6e.html

Science Education Program Standards

http://www.nap.edu/readingroom.....tml/7.html

Science Education System Standards

http://www.nap.edu/readingroom.....tml/8.html

Epilogue

http://www.nap.edu/readingroom.....logue.html

National Committee on Science Education Standards and Assessment

http://www.nap.edu/readingroom.....endix.html
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PostPosted: Fri Apr 28, 2006 6:25 am    Post subject: Science Educational Resources for K-12 Reply with quote

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adedios
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PostPosted: Mon Jun 05, 2006 8:47 pm    Post subject: BASIC EDUCATION CURRICULUM Reply with quote

BASIC EDUCATION CURRICULUM
Philippine Elementary Learning Competencies
Science and Health


http://141.161.23.43/Science-Elementary.pdf
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