Germany

The Science Curriculum in Primary and Lower Secondary Grades

Science education at the primary school level is currently regulated by 14 curricula. In contrast to mathematics, the primary school science curricula are not determined by the national educational standards. In the curriculum for integrated science (Sachunterricht) of North Rhine-Westphalia, educational objectives are described as content-based as well as process-based competency expectations. Exhibit 3 is an example of an overview of one science topic and curriculum focus at the primary school level in North Rhine-Westphalia, a fairly representative curriculum for the 16 states.¹⁸

Exhibit 3: Science Curriculum Guidelines for the Primary Level (up to Grade 4) in North Rhine-Westphalia, Topic: Nature and Life

Content Domains	Student Competenciese
Nature and Life
Materials and Their Transformation	Collect animate and inanimate materials from nature and organize them according to specific criteria Examine characteristics of materials and describe similarities and differences Examine visible material changes of animate and inanimate natural objects, present results, and describe them (i.e., states of matter such as water; dehydration processes of fruits; dissolution abilities of solids materials; and chemical transformations through combustion)
Heat, Light, Fire, Water, Air, and Sound	Discover characteristics of heat, light, fire, water, air, and sound through experimentation Observe and describe the importance of water, heat, and light for humans, animals, and plants Plan an experiment and evaluate results Describe changes in nature and demonstrate stages of change (e.g., the water cycle and the seasons)
Magnetism and Electricity	Examine and describe the effect of magnets on various materials Construct simple electric circuits, and describe, explain, and follow safety rules when using electricity
Human Body, Senses, Nutrition, and Health	Examine and describe the meaning of the five senses in daily life Identify and describe the functions of individual sensory organs Identify and describe different nutrition habits and their effects Describe the structures and basic functions of the human body (blood circulation, respiration, digestion) Describe hygiene basics, healthy nutrition, and healthy lifestyle Formulate rules and advice for living a healthy lifestyle
Animals and Plants, and Their Habitats	Identify body structures and living conditions of animals and document the results Observe and identify plants and their typical characteristics, and describe their habitat Describe the development of animals and plants Describe the relationship between habitats and living conditions for animals, humans, and plants

For most tracks at the secondary school level, science is taught in the following separate subjects: biology, chemistry, physics, and geography. Some states offer science as an integrated subject in certain secondary school tracks, covering some or all the subjects (mostly at Hauptschulen or Gesamtschulen).

Eighth grade science education currently is regulated by more than 40 different curricula, which are informed by the national educational standards (except geography). The curricula differ across grades and tracks, with the more demanding tracks covering content more quickly or in more detail. Some content (e.g., thermodynamics) is covered only in the more demanding secondary tracks.

Exhibit 4 presents a representative overview of topics covered in biology, chemistry, physics, and geography from the eighth grade curriculum for the Realschulbildungsgang (extensive general education) in North Rhine-Westphalia.^19-22

Exhibit 4: Physics, Chemistry, Biology, and Earth Science Curriculum Guidelines for the Secondary Level (Realschule) in North Rhine-Westphalia; Selected Topics

Physics
Topic: Forces and Machines
Content Focus	Forces, energy, and power; machines; the electric motor
Possible Contexts	Tools; technical inventions; the life of Isaac Newton
Relationship to Core Ideas	System—The lever and the electric motor Interaction—Forces, magnetic forces, and fields Energy—Energy, power, and conservation of energy Matter—Mass
Example Exemplary Competencies	Use of content knowledge—Relate changes in motion or deformation of objects to forces Scientific method—Differentiate between observation and interpretation (e.g., in the context of simple machines) Scientific communication—Represent effects and interactions of forces in graphics Evaluation and judgment—Justify choice of tools and machines from a physics perspective

Chemistry
Topic: Elements and the Periodic Table
Content Focus	Families of elements; the periodic table; atomic structure
Possible Contexts	Structure of matter; history of atomic theory; classification of chemical elements
Relationship to Core Ideas	Chemical reaction—Families of elements Matter—Protons, neutrons, electrons, elements, atomic structure, atomic mass, isotopes, core-shell model, shell model Energy—States of energy
Example Exemplary Competencies	Use of content knowledge—Explain the structure of the periodic table Scientific method—Explain the difference between an atom and an ion based on an atomic model Scientific communication—Use the periodic table to find information about different elements Evaluation and judgment—Describe the historical development of theories of particles, atoms, and elements, and choose an appropriate model to answer specific questions

Biology
Topic: Ecosystems and Their Changes
Content Focus	Properties of ecosystems; energy transfer in ecosystems; changes in ecosystems
Possible Contexts	Ecosystem of a forest; aquatic environments; climate change
Relationship to Core Ideas	System—Producers (living things that engage in photosynthesis), consumers, decomposers, food webs, predator-prey relationships, cycles of matter, biosphere Structure and function—Unicellular organisms, multicellular organisms Development—Changes in ecosystems, ecological niches, invasive species, sustainability, greenhouse effect
Example Exemplary Competencies	Use of content knowledge—Name structures and parts of an ecosystem and describe their interactions Scientific method—Observe, display, and explain seasonal variations in an ecosystem Scientific communication—Present cycles of matter in an ecosystem Evaluation and judgment—Describe and evaluate information on climate change from different sources, and develop a position on the issue

Earth Sciencef
Topic: Anthropogenic and Natural Hazards to Living Environments
Content Focus	Natural hazards to living environments; anthropogenic hazards to living environments
Possible Contexts	Not specified
Relationship to Core Ideas	Not specified
Example Exemplary Competencies	Content competency—Explain causes of earthquakes and volcanoes (plate tectonics) as well as their risks to life, and suggest protective actions Judgment competency—Evaluate protection strategies for states against geological risks