Chile

The Science Curriculum in Primary and Lower Secondary Grades

The science curriculum for fourth grade was updated in 2012,¹¹ and the science curriculum for eighth grade was implemented in 2013.¹² Both curricula group together the following scientific disciplines: biology, chemistry, physics, botany, geology, and astronomy. These disciplines address a wide variety of natural phenomena (e.g., living beings, matter, energy and its transformations, the solar system, and Earth).^c Exhibits 3 and 4 present the content areas and fundamental objectives of the science curricula for Grades 4 and 8, respectively.

Exhibit 3: Science Curriculum, Grade 4

Content Area	Fundamental Objectives
Life Science	Recognize, through exploration, that an ecosystem is composed of living elements (i.e., animals, plants, etc.) and nonliving elements (i.e., rocks, water, land, etc.) that interact with each other Observe and compare adaptations of plants and animals for survival in ecosystems in relation to their structure and behavior (i.e. body cover, camouflage, type of leaves, hibernation, etc.) Give examples of food chains, identifying the roles of producers, consumers, and decomposers in ecosystems in Chile Analyze the effects of human activity on ecosystems in Chile, proposing measures to protect them (e.g., national parks and enclosures) Human body and health: Identify and describe, using models, structures of the skeletal system and some of its features, such as protection (ribs and skull), support (vertebrae and spinal cord) and movement (pelvis and femur) Explain, with the help of models, body movements, considering the coordinated action of muscles, bones, tendons, and joints (e.g., arms and legs), and describe the benefits of physical activity for the musculoskeletal system Identify structures of the nervous system and describe some of its features, such as transmitting information (spinal cord and nerves) and processing and control (brain) Investigate various sources and communicate the effects of excessive alcohol consumption on human health (e.g., lack of coordination, confusion, and slowness)
Physics and Chemistry	Demonstrate, through experimental research, that matter has mass and occupies space, using materials from the environment Compare the three states of matter (solid, liquid, and gas) in relation to properties such as the ability to flow and change shape and volume, for example Measure the mass, volume, and temperature of materials (in solid, liquid, and gas states), using appropriate instruments and units of measurement Demonstrate, through experimental research, the effects of the application of forces on objects, considering changes in shape, speed, and direction of movement, for example Identify, through experimental research, different types of forces and their effects on specific situations: Friction force (by dragging objects) Weight (gravity) Magnetic force (in magnets) Design and build technological objects that use force to solve everyday problems
Earth Science and the Universe	Describe, using models, Earth’s layered structure (crust, mantle, and core) with distinctive characteristics in terms of composition, hardness, and temperature Explain changes to  the surface of Earth caused by the interaction of its layers and movement of tectonic plates (i.e., earthquakes, tsunamis, and volcanic eruptions) Propose prevention and safety measures for natural hazards, in school, on the street, and at home, to develop a culture of prevention

Exhibit 4: Science Curriculum, Grade 8

Content Area	Fundamental Objectives
Biology	Explain how cell models have evolved based on those made by scientists such as Hooke, Leeuwenhoek, Virchow, Schleiden, and Schwann Develop models to explain the relationship between the function of a cell and its parts, considering: Structures (i.e., nucleus, cytoplasm, cell membrane, cell wall, vacuoles, mitochondria, chloroplasts, etc.) Eukaryotic cells (animal and plant) and prokaryotic cells Cell types (e.g., intestinal, muscular, nervous, pancreatic) Explain, through experimentation, exchange mechanisms between cells (animals and plants) and their environment by diffusion and osmosis Create models to show that plants have specialized structures to respond to environmental stimuli, similar to the human body, considering substance transport processes and gas exchange Explain, based on evidence, the interaction of human body systems, organized by specialized structures that contribute to its balance, considering: The digestion of food through the action of digestive enzymes and its absorption into the blood stream The role of the circulatory system in transporting nutrients, gases, metabolic waste, antibodies, and other substances The process of pulmonary ventilation and gas exchange at the alveolar level The role of the excretory system in the filtration of blood, regulating body water, and waste disposal The prevention of diseases that are caused by the excessive consumption of substances such as tobacco, alcohol, fat, and sodium Investigate experimentally and explain the nutrients found in food (i.e., carbohydrates, proteins, fats, vitamins, minerals, and water) and their effects on human health Analyze and evaluate, based on evidence, factors contributing to physical health, proposing a plan that considers: A balanced diet Regular physical exercise Avoiding alcohol, tobacco, and drugs
Physics	Analyze electrical forces, considering: Types of electricity Methods of charging an object (i.e., friction, contact, and induction) Planning, conducting, and evaluating experiments to demonstrate electrical interactions Assessment of risks in everyday life and possible solutions Investigate, explain, and evaluate the technologies that enable the generation of electricity, as in batteries, photovoltaic panels, and generators (e.g., wind, hydroelectric, and nuclear) Analyze a home electrical circuit and compare circuits in series and in parallel through experimentation, in relation to: Electrical power Potential difference Amperage Electrical resistance Energy efficiency Develop models and experimental research to show heat is a process of transfer of thermal energy between two or more bodies that are at different temperatures, or between a heat source and an object, considering: Methods of heat transfer (conduction, convection, and radiation) The effects of heat transfer (e.g., change in temperature, deformation, and change of state) The amount of heat transferred and absorbed in a thermal process Technological objects that protect high or low temperatures of living beings and objects Temperature difference (at the level of particles) Temperature measurements using thermometers and various scales (e.g., Celsius, Kelvin, and Fahrenheit)
Chemistry	Investigate and analyze how knowledge about the field of chemistry has evolved, considering the contributions and evidence of: Dalton’s atomic theory Atomic models developed by Thomson, Rutherford, and Bohr, among others Develop models that show that matter consists of atoms combining into molecules and substances Use the periodic table to investigate the properties of chemical elements based on patterns, considering: Atomic number Atomic mass Electrical conductivity Thermal conductivity Brightness Bonds that can be formed Investigate and argue, based on evidence, that there are chemical elements on Earth that are common in living organisms and support life (e.g., carbon, hydrogen, oxygen, and nitrogen)