{"id":877,"date":"2016-08-15T20:32:59","date_gmt":"2016-08-15T20:32:59","guid":{"rendered":"http:\/\/timss2015.org\/encyclopedia\/countries\/lithuania\/the-science-curriculum-in-primary-and-lower-secondary-grades\/"},"modified":"2016-10-18T19:08:57","modified_gmt":"2016-10-18T19:08:57","slug":"the-science-curriculum-in-primary-and-lower-secondary-grades","status":"publish","type":"page","link":"http:\/\/timss2015.org\/encyclopedia\/countries\/lithuania\/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-lithuania\" class=\"carouselmenu\"><a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/lithuania\/\" 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\/lithuania\/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\/lithuania\/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\/lithuania\/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\/lithuania\/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\/lithuania\/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\/lithuania\/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\/lithuania\/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\/lithuania\/suggested-readings\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Suggested Readings<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/lithuania\/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 current science curriculum in Lithuania was approved in 2008. In primary school (Grades 1 to 4), the curriculum divides integrated social and natural science into several content areas: humans living together, humans\u2019 development, humans\u2019 environment, humans\u2019 health and safety, humans and nature, and humans and natural phenomena. Exhibit 3 summarizes the knowledge content and specialized skills students learn in these content areas during primary school.<\/p>\n<p><strong>Exhibit 3: Science Learning Objectives and Expectations, Grades 1\u20134<\/strong><\/p>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\">\n<tbody>\n<tr class=\"heading\">\n<td>Content Area<\/td>\n<td>Objectives and Expectations<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Humans\u2019 Environment<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Learn about general weather changes and geographical attributes of Earth<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Humans\u2019 Health and Safety<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Learn about the human body and its functions, in a simple and understandable way<\/li>\n<li>Learn proper breathing, posture, vision, hearing, and hygiene<\/li>\n<li>Learn first aid for oneself and others<\/li>\n<li>Develop healthy diet and personal hygiene habits<\/li>\n<li>Learn the causes of contagious diseases and their prevention<\/li>\n<li>Learn where to go and whom to contact in an accident, and how to prevent accidents<\/li>\n<li>Learn how to prevent alcohol abuse, how to calm oneself in a stressful situation, and how to rest actively<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Humans and Nature<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Learn to observe and remember facts, and link them to sets of causal relationships<\/li>\n<li>Pay attention to natural surroundings and the interrelationship of various life forms<\/li>\n<li>Explore the interrelationship of plants and animals (based on examples of forest or pond ecosystems)<\/li>\n<li>Recognize the environment and natural phenomena (sun, air, and water) help sustain life<\/li>\n<li>Recognize the importance of solar energy for life on Earth<\/li>\n<li>Emphasize the consequences of human activities on nature<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Humans and Natural Phenomena<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Learn to investigate natural phenomena<\/li>\n<li>Using illustrations from everyday life, explore movement and its laws, the phenomenon of electricity, sources of energy and ways of saving energy, properties and changes of materials, the phenomenon of burning, and the water cycle in nature<\/li>\n<li>Learn to formulate hypotheses, predict results, and draw conclusions<\/li>\n<li>Learn to apply scientific methods to analyze simple problems<\/li>\n<li>Develop the ability to distinguish what is true from what is probable<\/li>\n<li>Learn to plan and conduct experiments, using simple instruments from everyday life as well as basic laboratory equipment<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Science education in basic school (Grades 5 to 10) aims to help students acquire foundational knowledge in the natural sciences, master essential concepts and ideas in the natural sciences, acquire skills that will help them develop an understanding of the world around them, and develop certain values and attitudes. The curriculum aims to help students mature as citizens able to live healthy lives and solve sustainable development problems.<\/p>\n<p>In Grades 5 and 6 of basic school, science is taught as an integrated subject, and geography only is taught as a separate subject in Grade 6. From Grade 7, biology, chemistry, and physics are taught as separate subjects.<\/p>\n<p>Overall, the science curriculum focuses on knowledge and understanding, problem solving, practical skills, scientific communication, and skills for learning science. Exhibit 4 summarizes the dimensions and content areas of natural science in Grades 7 to 8 of basic school.<\/p>\n<p><strong>Exhibit 4: Science Learning Objectives and Expectations, Grades 7\u20138<\/strong><\/p>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\">\n<tbody>\n<tr class=\"heading\">\n<td>Dimension<\/td>\n<td>Content Area<\/td>\n<td colspan=\"2\">Objectives and Expectations<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Scientific Investigation<\/td>\n<td class=\"borderBottom borderRight\" colspan=\"2\" valign=\"top\">Scientific investigation<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Continue to learn the sequence of scientific investigation, including formulating a hypothesis based on life experience, planning and carrying out simple experiments and observations, presenting results, formulating conclusions, and identifying the main factors that influence studied phenomena<\/li>\n<li>Learn to predict and check relationships between two or more variables based on scientific laws<\/li>\n<li>Learn to research, summarize, and present information from various sources<\/li>\n<li>Explore the influence of the natural sciences and technology on human life<\/li>\n<li>Learn to apply scientific knowledge to explain phenomena<\/li>\n<li>Explore the issues of sustainable development, taking into account social and economic factors<\/li>\n<li>Investigate which personal qualities support the study of the natural sciences<\/li>\n<li>Learn strategies for studying science<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" rowspan=\"3\" valign=\"top\">Living Nature (Biology)<\/td>\n<td class=\"borderBottom borderRight\" colspan=\"2\" valign=\"top\">Structure and function of organisms<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Explore the structural and functional links of cells, tissues, and organs; photosynthesis and breathing; metabolism and energy; food and a balanced diet; the nervous system and substances that affect its functioning; and reproduction, sexual intercourse, and healthy living<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight\" colspan=\"2\" valign=\"top\">Continuity and diversity of life<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Explore the transmission of heritable traits, evolution, and the adaptation and classification of organisms<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight\" colspan=\"2\" valign=\"top\">Organisms and the environment: humans and the biosphere<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Explore the movement of substances and energy in ecosystems and populations, and the impact of environmental pollution on organisms<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" rowspan=\"3\" valign=\"top\">Matter and Change (Chemistry)<\/td>\n<td class=\"borderBottom borderRight\" colspan=\"2\" valign=\"top\">Knowledge of the composition and characteristics of matter<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Explore the periodic table of the elements, table periods and groups, and the composition of an atom; chemical elements and formulas; homogeneous and heterogeneous mixtures; and physical attributes of substances (e.g., mass and density)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight\" colspan=\"2\">Changes in matter<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Explore physical and chemical changes in matter, signs of and necessary conditions for chemical reactions, and Avogadro\u2019s number and the mole<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight\" colspan=\"2\">Knowledge and use of common substances<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Explore air, oxygen, oxides, and ozone; chemical substances in everyday life; and the impact of human activities on the environment<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" rowspan=\"3\" valign=\"top\">Physical Phenomena (Physics)<\/td>\n<td class=\"borderBottom borderRight\" colspan=\"2\" valign=\"top\">Knowledge of motion and forces<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Explore rectilinear and curvilinear motion, distance, speed, average speed, and acceleration; the interaction of objects; inertia; mass; the relationship of force, mass, and acceleration; the forces of action and reaction; types of forces; equilibrium of bodies, center of mass, and moment of inertia; and hydrostatics and atmospheric pressure<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight\" colspan=\"2\" valign=\"top\">Knowledge of energy and physical processes<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Explore mechanical energy, work, power, potential and kinetic energy, and the law of conservation of energy; simple machines; molecular composition of matter (solids, liquids, and gases); thermal expansion of bodies; electrical currents and circuits; free and forced vibration; mechanical waves and sound; and light and the laws of reflection and refraction<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight\" colspan=\"2\" valign=\"top\">Knowledge of Earth and the universe<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Explore the phases of the moon, and the movement of the planets<\/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 current science curriculum in Lithuania was approved in 2008. In primary school (Grades 1 to 4), the curriculum divides integrated social and natural science into several content areas: humans living &hellip; <a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/lithuania\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\">Continued<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":151,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-877","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/877","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=877"}],"version-history":[{"count":9,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/877\/revisions"}],"predecessor-version":[{"id":6931,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/877\/revisions\/6931"}],"up":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/151"}],"wp:attachment":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/media?parent=877"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}