{"id":697,"date":"2016-08-15T20:32:57","date_gmt":"2016-08-15T20:32:57","guid":{"rendered":"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/the-science-curriculum-in-primary-and-lower-secondary-grades\/"},"modified":"2016-08-30T15:06:03","modified_gmt":"2016-08-30T15:06:03","slug":"the-science-curriculum-in-primary-and-lower-secondary-grades","status":"publish","type":"page","link":"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/the-science-curriculum-in-primary-and-lower-secondary-grades\/","title":{"rendered":"The Science Curriculum in Primary and Lower Secondary Grades"},"content":{"rendered":"<div class=\"carouselwrap\"><div id=\"menu-czech-republic\" class=\"carouselmenu\"><a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Introduction<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/the-czech-curriculum-in-primary-and-secondary-schools\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>The Czech Curriculum in Primary and Secondary Schools<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Mathematics Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Science Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/teachers-teacher-education-and-professional-development\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Teachers, Teacher Education, and Professional Development<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/instruction-for-mathematics-and-science-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Instruction for Mathematics and Science in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/monitoring-student-progress-in-mathematics-and-science\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Monitoring Student Progress in Mathematics and Science<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/special-initiatives-in-mathematics-and-science-education\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Special Initiatives in Mathematics and Science Education<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/use-and-impact-of-timss\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Use and Impact of TIMSS<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/references\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>References<\/span><\/a><\/li>\n<\/div><\/div>\t<style>\n\t\t.carouselwrap{\n\t\t\tbackground: #e5eaef;\n\t\t}\t\t\n\t\t.owl-item a{\n\t\t\tbackground: #ffffff;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\tcolor: #000000;\n\t\t}\t\t\n\t\t.owl-item a:hover,\n\t\t.owl-item a:focus,\n\t\t.owl-item a.current-menu-item{\n\t\t\tbackground: #00667f;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\t\n\t\t\tcolor: #ffffff;\n\t\t}\n\t<\/style>\n\t\n<h2>The Science Curriculum in Primary and Lower Secondary Grades<\/h2>\n<p>The science curriculum in the primary grades (Grades 1 to 5) follows the FEP BE and is divided into five thematic areas relating to Man and His World: Place Where We Live, People Around Us, Man and Time, Diversity of Nature, and Man and His Health. Traditionally, instruction in Grades 1 to 3 integrates subject matter from the five individual thematic areas into one subject. In Grades 4 to 5, instruction is divided into two subject areas: one subject draws on the thematic areas Place Where We Live, People Around Us, and Man and Time as a foundation for geography and history, and the other draws on the thematic areas Diversity of Nature and Man and His Health as a foundation for the natural sciences. Exhibit 3 describes the subject area topics, traditionally taught as a foundation for the natural sciences, which students will have covered by the end of fifth grade.<\/p>\n<p>Since TIMSS 2011, the cross-curricular subject Environmental Education has been integrated into the science curriculum. Environmental Education introduces four thematic areas: Ecosystems, Fundamental Conditions of Life, Human Activities and Environmental Problems, and Humankind\u2019s Relationship to the Environment, and connects these areas with current issues. The primary goal in introducing Environmental Education is not to expand the educational content of the curriculum, but to introduce a formative element by providing students the opportunity for individual engagement and teamwork that will foster their personal development and shape their attitudes and values.<\/p>\n<p><strong>Exhibit 3: Natural Sciences Content Areas and Capabilities by the End of Grade 5<\/strong><\/p>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr class=\"heading\">\n<td>Subject Area<\/td>\n<td>Main Topics<\/td>\n<td>Subtopics<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"headingInside borderRight\" rowspan=\"8\" valign=\"top\">The Diversity of Nature<\/td>\n<td valign=\"top\">Substances and their properties<\/td>\n<td valign=\"top\">\n<ul>\n<li>Classification, properties, comparisons, and changes of substances<\/li>\n<li>Changes of state in matter<\/li>\n<li>Measuring quantities<\/li>\n<li>Working with units of measurement<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Water and air<\/td>\n<td valign=\"top\">\n<ul>\n<li>Distribution, properties, importance, and forms of water<\/li>\n<li>The water cycle<\/li>\n<li>Characteristics, composition, and importance of air<\/li>\n<li>Air circulation<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Minerals, rocks, and soil<\/td>\n<td valign=\"top\">\n<ul>\n<li>Economically important rocks and minerals, weathering, and the origin and importance of soil<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Earth and the universe<\/td>\n<td valign=\"top\">\n<ul>\n<li>The solar system, day and night, and the seasons<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Plants, fungi, and animals<\/td>\n<td valign=\"top\">\n<ul>\n<li>What living things need to survive and characteristics that help them survive in particular environments<\/li>\n<li>Life cycles, nutrition, and the body structure and importance of familiar species<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Living conditions<\/td>\n<td valign=\"top\">\n<ul>\n<li>Diversity of the conditions for life on Earth<\/li>\n<li>Importance of the atmosphere, water, soil, fauna, and<br \/>\nflora<\/li>\n<li>Climate and weather<\/li>\n<li>Extreme events and handling extreme events<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">The balance of nature<\/td>\n<td valign=\"top\" width=\"303\">\n<ul>\n<li>Relationships among organisms, and ecosystems<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Conservation and protection<\/td>\n<td valign=\"top\">\n<ul>\n<li>Human responsibility toward the environment, conservation, and protection of the environment<\/li>\n<li>Waste disposal<\/li>\n<li>Natural and ecological disasters<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"headingInside borderRight\" rowspan=\"2\" valign=\"top\">Man and His Health<\/td>\n<td valign=\"top\">The human body<\/td>\n<td valign=\"top\">\n<ul>\n<li>What humans need to survive and characteristics that help them survive in particular environments<\/li>\n<li>Basic structures and functions in humans<\/li>\n<li>Reproductive differences between males and females, the basics of human reproduction, and human development<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Health<\/td>\n<td valign=\"top\">\n<ul>\n<li>Exercise, nutrition, substance abuse, illness, minor injuries and wounds, first aid, injury prevention, personal and intimate hygiene, mental health, and stress and its risks<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The Man and Nature science curriculum in the lower secondary grades (Grades 6 to 9) follows the FEP BE and includes four educational fields: Physics, Chemistry, Natural Sciences, and Geography. The science topics covered in Grades 6 to 9 are presented in Exhibit 4. As in the primary grades (Grades 1 to 5), the cross-curricular subject Environmental Education has been added to the science curriculum, covering the same topics. The function of Environmental Education consists of promoting individual understanding of the complex and intricate relationship between humans and the environment, fostering students\u2019 personal development (i.e., their acquisition of specific values and attitudes), and directing students\u2019 individual behavior toward sustainable development.<\/p>\n<p><strong>Exhibit 4: Summary of the Man and Nature Curriculum, Grades 6\u20139<\/strong><\/p>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr class=\"heading\">\n<td>Subject Area<\/td>\n<td>Main Topics<\/td>\n<td>Subtopics<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"headingInside borderRight\" rowspan=\"7\" valign=\"top\">Physics<\/td>\n<td valign=\"top\">Substances and their properties<\/td>\n<td valign=\"top\">\n<ul>\n<li>Measured quantities (length, volume, mass, temperature, and time)<\/li>\n<li>States of matter (the connection between state of matter and particulate structure, and diffusion)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Motion of bodies and forces<\/td>\n<td valign=\"top\">\n<ul>\n<li>Uniform and nonuniform motion<\/li>\n<li>Rectilinear and curvilinear motion<\/li>\n<li>Gravity and gravitational fields<\/li>\n<li>Pressure and area<\/li>\n<li>Friction<\/li>\n<li>Addition and subtraction of force vectors<\/li>\n<li>Newton\u2019s first, second, and third laws of motion<\/li>\n<li>Equilibrium state for levers and fixed pulleys<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Mechanical properties<br \/>\nof fluids<\/td>\n<td valign=\"top\">\n<ul>\n<li>Pascal\u2019s Law, hydraulic equipment<\/li>\n<li>Hydrostatic and atmospheric pressure (the relationship between hydrostatic pressure, depth, and the density of a liquid; and the relationship between atmospheric pressure and weather)<\/li>\n<li>Archimedes\u2019 principle (buoyant force, and immersion, suspension, and flotation of bodies in fluids at rest)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Energy<\/td>\n<td valign=\"top\">\n<ul>\n<li>Forms of energy (kinetic and potential energy, internal energy, electrical energy and power, production and transfer of electrical energy, nuclear energy, nuclear fission, nuclear reactors, nuclear power plants, and protection against radiation)<\/li>\n<li>State changes (melting and freezing, latent heat of melting, evaporation and condensation, factors influencing evaporation, and the boiling point for liquids)<\/li>\n<li>Renewable and nonrenewable sources of energy<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Sound<\/td>\n<td valign=\"top\">\n<ul>\n<li>Properties of sound (propagation media, speed, reflection, echo, absorption, and pitch)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Electricity and light<\/td>\n<td valign=\"top\">\n<ul>\n<li>Electric circuits, voltage sources, electric appliances, and switches<\/li>\n<li>Electricity and magnetism (electric and magnetic force, electric charge, thermal effects of electric currents, resistance, direct current motors, transformers, and safety)<\/li>\n<li>Properties of light (sources, speed in a vacuum and in various media, shadows, and solar and lunar eclipses; reflection, and concave and convex mirrors; imaging by refraction through thin converging and diverging lenses; and dispersion of white light by a prism)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">The universe<\/td>\n<td valign=\"top\">\n<ul>\n<li>The solar system (main components and phases of the moon)<\/li>\n<li>Composition of stars<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"headingInside borderRight\" rowspan=\"7\" valign=\"top\">Chemistry<\/td>\n<td valign=\"top\">Observation,<br \/>\nexperimentation, and chemical safety<\/td>\n<td valign=\"top\">\n<ul>\n<li>Properties of substances (density, solubility, thermal and electrical conductivity, and the effect of the atmosphere on properties and states of substances)<\/li>\n<li>Safety (in the school laboratory and in everyday life, risk and safety labels on chemicals and machinery, warning symbols, and industrial accidents)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Mixtures<\/td>\n<td valign=\"top\">\n<ul>\n<li>Heterogeneous and homogeneous solutions<\/li>\n<li>Concentration and saturation of solutions<\/li>\n<li>Solubility and factors affecting solubility (temperature, stirring, and surface area of solute)<\/li>\n<li>Separation of components of mixtures (precipitation, filtration, distillation, crystallization, and sublimation)<\/li>\n<li>Water (distilled, potable, and waste water, drinking water production, and water purity)<\/li>\n<li>Composition and purity of air and the ozone layer<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">The particulate composition of matter and<br \/>\nelements<\/td>\n<td valign=\"top\">\n<ul>\n<li>Molecules and atoms (atomic nucleus, protons, neutrons, electrons, and electron shells)<\/li>\n<li>Elements (names, symbols, properties and uses, the periodic table, groups, periods, and atomic number)<\/li>\n<li>Chemical bonds, nomenclature of simple inorganic and organic compounds<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Chemical<br \/>\nreactions<\/td>\n<td valign=\"top\">\n<ul>\n<li>The law of conservation of mass<\/li>\n<li>Chemical equations<\/li>\n<li>Moles<\/li>\n<li>Chemical reactions (combination, neutralization, exothermic, and endothermic)<\/li>\n<li>Factors influencing the rate of chemical reactions (temperature, surface area of reactants, and catalysts)<\/li>\n<li>Electrochemistry<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Inorganic<br \/>\ncompounds<\/td>\n<td valign=\"top\">\n<ul>\n<li>Oxides (nomenclature, properties, and uses)<\/li>\n<li>Acids and bases (pH, properties, formulas, and names and applications of acids and bases)<\/li>\n<li>Chemistry of oxygen and halide salts (nomenclature, properties, applications, and oxidation state)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Organic<br \/>\ncompounds<\/td>\n<td valign=\"top\">\n<ul>\n<li>Hydrocarbons (alkanes, hydrocarbons with multiple bonds, and aromatic hydrocarbons)<\/li>\n<li>Fuels (petroleum, coal, natural gas, and synthetic fuels)<\/li>\n<li>Hydrocarbon derivatives (alcohols and carboxylic acids)<\/li>\n<li>Natural substances (sources, properties, and examples of the functions of proteins, fats, saccharides, and vitamins in the human body)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Chemistry<br \/>\nand society<\/td>\n<td valign=\"top\">\n<ul>\n<li>The chemical industry in the Czech Republic (industrial fertilizers, heat-treated materials, plastics, synthetic fibers, detergents, pesticides, insecticides, combustible compounds, drugs, and addictive substances)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"headingInside borderRight\" rowspan=\"2\" valign=\"top\">Natural Sciences\/Biology<\/td>\n<td valign=\"top\">General biology<br \/>\nand genetics<\/td>\n<td valign=\"top\">\n<ul>\n<li>Emergence, development, and diversity of life and its significance (nutrition, respiration, growth, reproduction, development, and reactions to stimuli; and views on the emergence of life)<\/li>\n<li>Fundamental structures of life (cells, tissues, organs, organ systems, and unicellular and multicellular organisms)<\/li>\n<li>Classification of organisms, heredity and mutability of organisms (transfer of hereditary information, genes, and crossbreeding)<\/li>\n<li>Viruses and bacteria (occurrence, significance, and practical application)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Fungal biology<\/td>\n<td valign=\"top\">\n<ul>\n<li>Fungi without fruiting bodies (basic characteristics, and positive and negative impact on humans and living organisms)<\/li>\n<li>Fungi with fruiting bodies (structure, occurrence, importance, harvest, consumption, and first aid for mushroom poisoning)<\/li>\n<li>Lichens (structure, symbiosis, occurrence, and importance)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"headingInside borderRight\" rowspan=\"6\" valign=\"top\"><strong>\u00a0<\/strong><\/td>\n<td valign=\"top\">Plant biology<\/td>\n<td valign=\"top\">\n<ul>\n<li>Plant anatomy and morphology (structure and significance of parts of higher plants: root, stem, leaf, flower, seed, and fruit)<\/li>\n<li>Plant physiology (photosynthesis, respiration, growth, and reproduction)<\/li>\n<li>Plant categorization (classification of common species of algae, bryophytes, pteridophytes, gymnosperms, and angiosperms; their development; and the use of economically important plants)<\/li>\n<li>The importance and protection of plants<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Animal biology<\/td>\n<td valign=\"top\">\n<ul>\n<li>Animal anatomy and morphology (animal cells, tissues, organs, organ systems, unicellular and multicellular organisms, and reproduction)<\/li>\n<li>Animal evolution, development, and classification (protozoans, cnidarians, platyhelminthes, nemathelminthes, mollusks, annelids, arthropods, chondrichthyes, osteichthyes, amphibians, reptiles, birds, and mammals)<\/li>\n<li>Distribution, significance, and protection of animals (economically and epidemiologically important species, raising domesticated animals, and animal communities)<\/li>\n<li>Animal behavior<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Human biology<\/td>\n<td valign=\"top\">\n<ul>\n<li>Human reproduction<\/li>\n<li>Anatomy and physiology (structure and function of body parts, organs, and organ systems, including skeletal, muscular, circulatory, respiratory, digestive, excretory, reproductive, and nervous systems; higher nervous activity; and mental health)<\/li>\n<li>Illnesses and injuries, and their prevention (causes, symptoms, essential knowledge and methods for treating common illnesses; serious injuries and life-threatening conditions; epidemics)<\/li>\n<li>Impact of environmental factors and lifestyle on human health<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Geology and<br \/>\nearth science<\/td>\n<td valign=\"top\">\n<ul>\n<li>Earth (origin and structure)<\/li>\n<li>Minerals and rocks (formation, properties, qualitative classification, practical importance, uses, and principles of crystallography)<\/li>\n<li>Endogenic and exogenic geological processes (causes and consequences)<\/li>\n<li>Soils (composition, properties, and importance of soil for plant nutrition, economic importance, dangers and examples of soil devastation, and options for and examples of recultivation)<\/li>\n<li>Evolution of Earth\u2019s crust and organisms on Earth (geological changes, emergence of life, occurrence of<br \/>\ntypical organisms and their adaptation to the<br \/>\nenvironment)<\/li>\n<li>Geological development and structure of the territory of the Czech Republic (Bohemian Massif and the Carpathians)<\/li>\n<li>Climate and weather in relation to life (importance of water and clean air for life, use and protection of natural resources, impact of anthropogenic air pollution and climate change on ecosystems and humans life)<\/li>\n<li>Extreme events (causes, important types of global extreme events, types of extreme events in the Czech Republic, e.g., floods, hurricanes, blizzards, avalanches, rimes, and handling extreme events)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Ecology<\/td>\n<td valign=\"top\">\n<ul>\n<li>Organisms and their environment (relationships among and between organisms and their environment; populations, communities, and natural and artificial ecosystems; food chains; balance within an ecosystem)<\/li>\n<li>Natural and environmental protection (global environmental problems and protected natural areas)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Empirical<br \/>\nexploration<br \/>\nof nature<\/td>\n<td valign=\"top\">\n<ul>\n<li>Empirical methods of exploring nature (observation with a magnifying glass, microscope, or telescope, simplified identification keys, atlases)<\/li>\n<li>Important biologists and their discoveries<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td class=\"headingInside borderRight\" rowspan=\"7\" valign=\"top\">Geography<\/td>\n<td valign=\"top\">Geographic<br \/>\ninformation,<br \/>\ndata sources,<br \/>\ncartography,<br \/>\nand topography<\/td>\n<td valign=\"top\">\n<ul>\n<li>Geographic and cartographic terminology (basic topographical formations, plans, maps, map terminology, statistical data, tables, and graphs)<\/li>\n<li>Geographic data sources and geographic cartography and topography (globes, globe scales, geographic grids, meridians and parallels, geographic coordinates, determining geographic position)<\/li>\n<li>Scale and content of plans and maps<\/li>\n<li>Orienting plans and maps with respect to the cardinal points<\/li>\n<li>Practical exercises and applications using cartographic products in printed and electronic form<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">A natural image<br \/>\nof Earth<\/td>\n<td valign=\"top\">\n<ul>\n<li>Earth as a celestial body (the shape, size, and motion of Earth, day and night, change of seasons, Universal Time, time zones, local time, the International Date Line, and conventional time)<\/li>\n<li>Landscape area (the natural sphere, social and economic spheres, and components and elements of the natural sphere)<\/li>\n<li>The natural sphere on the planetary level (geographical belts, latitudinal zones, and altitudinal zones)<\/li>\n<li>The system of the natural sphere at the regional level (natural regions)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Regions<br \/>\nof the world<\/td>\n<td valign=\"top\">\n<ul>\n<li>Continents, oceans, and world macro-regions (criteria; natural and socioeconomic conditions, with an emphasis on their links and connections: natural zones, climate zones, settlement areas, language areas, religious areas, and cultural zones)<\/li>\n<li>Natural, social, political, industrial, and environmental problems<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">The social<br \/>\nand economic<br \/>\nenvironment<\/td>\n<td valign=\"top\">\n<ul>\n<li>World population<\/li>\n<li>Globalization of social, political, and economic processes<\/li>\n<li>The global economy<\/li>\n<li>Regional social, political, and economic units<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">The environment<\/td>\n<td valign=\"top\">\n<ul>\n<li>Landscape (natural and social environments, and types of landscape)<\/li>\n<li>The relationship between nature and society (long-term sustainable life and development, principles and fundamentals of natural and environmental protection, protected natural areas, and global ecological and environmental problems)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">The Czech Republic<\/td>\n<td valign=\"top\">\n<ul>\n<li>Regions of the Czech Republic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"borderBottom\">\n<td valign=\"top\">Field work<\/td>\n<td valign=\"top\">\n<ul>\n<li>Field exercises in and observations of the local landscape, geographical excursions<\/li>\n<li>Preservation of endangered life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>The Science Curriculum in Primary and Lower Secondary Grades The science curriculum in the primary grades (Grades 1 to 5) follows the FEP BE and is divided into five thematic areas relating to Man and His World: Place Where We &hellip; <a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/czech-republic\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\">Continued<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":131,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-697","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/697","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/comments?post=697"}],"version-history":[{"count":12,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/697\/revisions"}],"predecessor-version":[{"id":4956,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/697\/revisions\/4956"}],"up":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/131"}],"wp:attachment":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/media?parent=697"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}