Russian Federation

The Science Curriculum in Primary and Lower Secondary Grades

In primary education (Grades 1 to 4), science education is provided through a course called the Surrounding World, in which science is integrated with social studies (approximately 70 percent science content).

The new 2009 Federal State Education Standards for Primary Education emphasize student objectives of mastering content knowledge and skills, meta-subject skills, and personal characteristics. These objectives are reflected in the new science curriculum, which requires teachers to take into account all three aspects of student competency when organizing the learning process.

The Federal State Educational Standards describe the following general requirements pertaining to student achievement in science. After completing Surrounding World, students will have attained the following competencies:

• Be able to expand, organize, and deepen original ideas about natural and social objects and phenomena as components of a unified world; master the basics of practice-oriented knowledge of nature, man, and society; and acquire a holistic view of the world in its organic unity and diversity of nature, peoples, cultures, and religions
• Gain experience of emotional and personal relatedness to nature and human culture; learn about the beginnings of integrated natural and social-humanitarian sciences and make connections that will support the understanding of personal experience, of surrounding world phenomena, and of their place in the environment
• Get acquainted with some of the ways to study nature and society; begin to develop the ability to conduct observations in nature; experience, see, and understand cause and effect relationships in the outside world and the inevitability of change under powerful leaders (e.g., in the culture of their home country) in a way that will help them master the basic skills of adaptation in a dynamically changing and developing world
• Acquire basic Information and Communications Technology (ICT) skills, retrieve information from verifiable online and electronic sources, learn to create messages in text, audio, and video formats, and create and deliver small presentations
• Adopt and embrace the social role of learner, characterized by motivation toward learning, the development of a personal understanding of learning, self-reliance, taking responsibility for their own actions, and developing guidelines for research and information sharing based on moral norms, social justice, and freedom

After completing this course, students will have laid a foundation of environmental and cultural literacy and will be able to observe best practices in nature and society, ensuring a healthy lifestyle and sustainable conduct toward the environment.

The Model Basic Educational Program for Educational Institutions presents detailed objectives for science at two levels: “Graduates will learn to” and “Graduates will have the opportunity to learn to.” These are presented in Exhibit 5.

Exhibit 5: Science Requirements for Primary School, Grades 1–4

Human Beings and Nature
Students Will Learn to	Recognize objects and phenomena in living and nonliving nature Describe the essential features of objects and phenomena in living and nonliving nature Compare objects in living and nonliving nature based on external features or known characteristics and carry out the simplest classification of these objects Conduct simple environmental observations and experiments using simple laboratory equipment and measuring instruments; follow instructions and safety regulations when conducting observations and experiments Use scientific texts (paper and electronic formats, including the Internet with controlled access) to find and retrieve information, answer questions, find explanations, and create original oral or written statements Use a variety of reference books (e.g., dictionaries of science, illustrated field guides for plants and animals, maps, and computer publications) to search for necessary information Use ready-made models (e.g., globes, maps, and plans) to explain phenomena or describe the properties of objects Discover the basic relationship between living and nonliving nature, as well as relationships in nature, and use these to explain the need for respecting nature Determine the nature of the relationship between man and nature, and find examples of the impact of this relationship on natural sites and human health and safety Understand the need for a healthy lifestyle and respect for the rules of safe behavior; use knowledge about the structure and functions of the human body to maintain and improve their health
Students Will Have the Opportunity to Learn to	Use tools (photo and video cameras, microphones, etc.) to record and process information, and to present the results of observations and experiments Simulate objects and real world processes using virtual laboratories and instruments, collected from the manufacturers Understand the value of nature and the need for people to take responsibility for its maintenance, to observe the rules of ecological behavior at school, at home (e.g., separate garbage collection, save water and electricity), and in nature Use self-control to preserve health; adhere to a regimen of nutrition and personal hygiene Comply with the rules of safe behavior at home, on the street, and in nature; provide first aid in the case of simple accidents Plan, monitor, and evaluate activities in the process of learning about the world in accordance with assigned tasks and the conditions of their implementation

Exhibit 6 presents the science content for primary education (Grades 1 to 4).

Exhibit 6: Science Content for Primary Education, Grades 1–4

Topic Area	Content
Nature	Natural objects and manmade objects; nonliving and living nature; features of objects (color, shape, size, etc.); and examples of natural phenomena (i.e., seasonal changes, snowfall, falling of the leaves, the flight of birds, changing time of day, sunrise, sunset, wind, rain, and thunderstorms)
Substances	A variety of substances in the surrounding world; examples of substances (i.e., salt, sugar, water, and natural gas); solids, liquids, and gases; simple experimentation with solids, liquids, and gases
Stars and Planets	The Sun as our nearest star, the source of light and warmth for all living things on Earth;  Earth as a planet, the formation and dimensions of Earth; the globe as a model of Earth;  geographic maps and plans; Earth’s continents and oceans, their names and locations on a map; the most important natural features in students’ home country and region; orienteering; the compass; the alternation of night and day; the rotation of Earth as the cause of day and night; the seasons and their characteristics (based on observation); the changing of the seasons in students’ local environment on the basis of observation
Weather	Weather, the components of weather (e.g., air temperature, cloudiness, precipitation, wind), and monitoring weather
Earth’s Structure	The shape of Earth’s surface: plains, mountains, hills, ravines (general concepts, symbols of plains and mountains on a map); surface features in students’ local environment (brief description on the basis of observation); water basins, their diversity (e.g., oceans, seas, rivers, lakes, and ponds), and their uses; local bodies of water (names, brief characteristics on the basis of observation); air (gas mixture, properties of air, and the value of air for plants, animals, and human beings); water (properties of water, states of water, water distribution in nature, the value of water for living organisms and human economic life, and the water cycle in nature); minerals, their importance in human life, and responsible attitudes toward minerals; fossils found in the local environment (two or three examples); and soil, its composition, and its value for wildlife and for human life
Plants	The diversity of plants; parts of a plant (e.g., root, stem, leaf, flower, fruit, seed); the conditions necessary for plant life (e.g., light, heat, air, water); monitoring plant growth; trees, bushes, and grasses; wild and cultivated plants; the role of plants in nature and human life; and plants in the local environment, their name, and a brief description on the basis of observation
Mushrooms	Edible and poisonous mushrooms; rules for collecting mushrooms
Animals	The diversity of animals; the conditions necessary for animal life (e.g., air, water, heat, and food); insects, fish, birds, and beasts, and the differences among them; the feeding habits of different animals (i.e., carnivorous, herbivorous, and omnivorous); animal reproduction (insects, fish, birds, and mammals); wild and domestic animals; the role of animals in nature and human life; responsible attitudes toward animals; and animals in the local environment, their name, and a brief description based on observation
The Unity of Living and Nonliving Nature	The unity of living and nonliving nature in forests, meadows, and ponds (sunlight, air, water, soil, plants, animals); cycles of substances; the natural zones of Russia: general understanding and knowing the main natural areas (climate, flora and fauna, particularly labor and welfare, human impact on nature,  conservation of nature); man as part of nature; the dependence of human life on nature; the ethical and aesthetic value of nature in human life; mastering the laws of nature through hands-on activities; the folk calendar (signs, sayings, proverbs) and how it defines the seasonal work of people; positive and negative effects of human activities on nature; rules of behavior in nature; the protection of natural resources (water, air, minerals, flora and fauna); nature reserves, national parks, and their role in nature conservation; the Red Book of Russia, its value, and some representatives of plants and animals in the Red Book; participation in nature conservation; and personal responsibility for safety in nature
The Human Body	Understanding the structure of the human body; organ systems (musculoskeletal, digestive, respiratory, circulatory, nervous, sensory) and their role in the life of the organism; hygiene of organ systems; measuring body temperature and pulse rate; taking responsibility for their own health and the health of the people around them; maintaining a respectful attitude toward people with disabilities and caring for them

Science education in basic school (Grades 5 to 9) starts with the integrated course Nature Study in Grade 5, and is followed by individual science subjects: biology (Grades 6 to 9), geography (Grades 6 to 9), physics (Grades 7 to 9), and chemistry (Grades 8 to 9).

The eighth grade students who participated in TIMSS 2015 studied in accordance with the Federal State Education Standards for Basic Education (Grades 5 to 9) issued in 2004.

The goals for science education at the basic education level are summarized as follows:

• Acquire knowledge about natural phenomena, basic science concepts, relationships, laws, methods of thinking about nature, and the role of science in society
• Master the skill of using scientific knowledge to explain various phenomena and processes and the principles of using basic technical equipment to solve problems; conduct observations and experiments; represent experimental results in different forms and illustrate empirical relationships; and use equipment, devices, and instruments
• Develop cognitive interests and intellectual and creative abilities in the process of observation, and conduct investigations, solve problems, and independently acquire knowledge, working with different sources of information
• Develop positive attitudes toward the surrounding world and an environmentally friendly culture, recognize the laws of nature and the necessity for the prudent use of scientific and technological achievements for the further development of society, and develop respect for scientists, as well as a positive attitude toward science as part of culture
• Use one’s knowledge and skills in practical activities and in daily life for the conservation of nature, caring for one’s health, and safe behavior

Exhibit 7 presents the compulsory minimum science content for basic education (Grades 5 to 9) for all science subjects by the main topics studied.

Exhibit 7: Compulsory Minimum Science Content for Basic Education, Grades 5–9

Topic Area	Minimum Science Content for Grades 5 to 9
Biology	Biology as part of the natural sciences; biological methods; characteristics of living organisms; the system, diversity, and evolution of living nature; human biology and health; and the interaction of organisms and the environment
Geography	Sources of geographical information (e.g., geography as part of the natural sciences and geographical models); the nature of Earth and humans (i.e., Earth as a planet); Earth’s crust and lithosphere; Earth’s hydrosphere, atmosphere, biosphere, and soil (i.e., the geographic shell of Earth); Earth’s continents and oceans; nature management and geo-ecology; and the geography of Russia
Physics	Physics and physical methods of studying nature, mechanical phenomena, thermal phenomena, electromagnetic phenomena, and quantum phenomena
Chemistry	Methods of studying substances and chemical phenomena, chemical reactions, the elementary basis of inorganic chemistry, basic ideas about organic substances, the experimental basis of chemistry, and chemistry and life

For all science subjects, the state standards include detailed knowledge and skill requirements for basic school graduates. For the sake of brevity, Exhibit 8 presents only the basic school achievement requirements for chemistry as an example.

Exhibit 8: Chemistry Requirements for Basic Education, Grades 8–9

Competency Level	Chemistry Objectives
Know or understand	Chemical symbols of chemical elements; formulas of chemical substances and chemical reactions; major chemical concepts (e.g., chemical elements, atoms, molecules, relative atomic and molecular mass, ions, chemical relationships, substances, classification of substances, mole, molar mass, molar volume, chemical reactions, classification of reactions, electrolyte and nonelectrolyte, electrolytic dissociation, and oxidation-reduction); and major chemical laws including conservation of mass, constant composition, and the periodic law
Competency Level	Chemistry Objectives
Be Able to	Name chemical elements and compounds within the chemical classes studied; explain the physical meaning of a chemical element’s atomic number, numbers of a group, and periods to which given elements belong; explain patterns of change in element properties according to the periodic law; explain chemical bonding; characterize chemical elements and the structure of their atoms (from hydrogen to calcium) on the basis of their position in Mendeleev’s periodic table; explain the relationship among the composition, structure, and properties of substances; understand the chemical properties of the main classes of inorganic substances; determine the composition of substances from their formulas, how a substance belongs to a definite class of compounds, types of chemical reactions, valence and degree of oxidation of elements in compounds, and bonding; represent formulas of inorganic compounds within the chemical classes studied, models of atomic structure for the first 20 elements in Mendeleev’s periodic table, and chemical equations; use chemical equipment safely; determine if a substance is oxygen, hydrogen, carbon dioxide, ammonia, a solution of acids and bases, chloride, sulfur, or carbonate ions, using experimental methods; calculate mass proportions for chemical elements in compounds and solutions; and practice basic stoichiometry
Use Acquired Knowledge and Skills in Practical Activities and Daily Life to	Use substances and materials safely, develop ecologically literate behavior with regard to the environment; evaluate the impact of chemical environmental pollution on humans; critically evaluate substances used in everyday life; and prepare solutions of a given concentration

Similar to mathematics, the new Federal State Education Standards for Basic Education were introduced for science from Grade 5 in 2015. The standards for science emphasize the importance of meta-cognitive and meta-subject skills and personal development, as well as the acquisition of basic content knowledge and skills when studying school subjects, doing projects, and participating in extracurricular activities related to science. The new standards make the science education environment in basic school more open to and reflective of student interests and abilities.