{"id":940,"date":"2016-08-15T20:32:59","date_gmt":"2016-08-15T20:32:59","guid":{"rendered":"http:\/\/timss2015.org\/encyclopedia\/countries\/norway\/the-science-curriculum-in-primary-and-lower-secondary-grades\/"},"modified":"2016-09-09T20:30:06","modified_gmt":"2016-09-09T20:30:06","slug":"the-science-curriculum-in-primary-and-lower-secondary-grades","status":"publish","type":"page","link":"http:\/\/timss2015.org\/encyclopedia\/countries\/norway\/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-norway\" class=\"carouselmenu\"><a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/norway\/\" 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\/norway\/timss-target-grades-and-the-norwegian-curriculum-in-basic-and-secondary-schools\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>TIMSS Target Grades and the Norwegian Curriculum in Basic and Secondary Schools<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/norway\/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\/norway\/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\/norway\/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\/norway\/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\/norway\/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\/norway\/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\/norway\/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\/norway\/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>A brief overview of the science curriculum for Grades\u00a01 to 10 follows.<\/p>\n<p>Knowledge and understanding of the natural sciences constitute a basis for participation in the democratic process and enable people to contribute to sustainable development. Learning science must be closely related to practical experience in laboratories and nature. The first sentence in the curriculum states, \u201cNatural science is the result of human curiosity and our need to find answers to questions about our existence, life and life forms, and our place in nature and the universe, and, in this way, it becomes part of our culture.\u201d<sup>10<\/sup> The curriculum emphasizes the holistic nature of the subject even though natural science is divided into the disciplines of physics, chemistry, biology, and the geosciences. The curriculum also states that scientific laws and theories are models of a complex reality, and that these models are developed through observations, experiments, and ideas. In short, the science curriculum emphasizes the importance of understanding both the content and the nature of science.<\/p>\n<p>The natural science curriculum for Grades\u00a01 to 10 is organized into five main areas: the Budding Researcher, Diversity in Nature, Body and Health, Phenomena and Substances, and Technology and Design. The curriculum defines five basic areas of skill across all subjects and at all grade levels. For natural science, these areas of skill include the following:<\/p>\n<ul>\n<li>Oral skills\u2014Listening and speaking in order to communicate knowledge and formulate questions, arguments, and explanations in natural science; adapting to different forms of expression, concepts, and examples to suit different objectives and recipients; progressing from simple experiences and observations to the ability to discuss progressively more complex themes, involving an increasing use of scientific concepts to express understanding, to form opinions, and to participate in academic discussions<\/li>\n<li>Writing skills\u2014Writing plans and formulating questions, hypotheses, and explanations; comparing and reflecting on information, using sources in a purposeful manner, and formulating arguments; using scientific concepts, diagrams, and symbols that are suited to the objective and the recipient; developing in writing proficiency from using simple forms of expression to composing more complex texts with precise scientific concepts, symbols, graphic presentations, and argumentation<\/li>\n<li>Reading skills\u2014Understanding concepts, symbols, diagrams, and arguments in texts related to natural science in books, newspapers, operating manuals, brochures, and digital sources; critically assessing how information is presented and used in arguments; distinguishing between data, assumptions, assertions, hypotheses, and conclusions; developing in reading proficiency from finding and using information in simple texts to understanding texts with increasingly complex terminology, symbols, diagrams, tables, and implicit information; developing the ability to read critically, to identify relevant information, and to evaluate the credibility and relevance of sources of information<\/li>\n<li>Numeracy\u2014Collecting, processing, and presenting numerical data, using concepts, measuring instruments, units, formulas, and graphics; comparing, evaluating, and arguing for the validity of calculations, results, and presentations; progressing from using simple methods for counting and classification to being able to evaluate the choice of methods, concepts, formulas, and measuring instruments; gradually becoming able to make more advanced presentations, assessments, and arguments<\/li>\n<li>Digital skills\u2014Using digital tools to explore, record, process, visualize, document, and publish data from studies, experiments, and fieldwork, involving the use of research tools and strategies; evaluating sources critically and selecting relevant information on topics in natural science; progressing from the simple application of digital tools to the selection and implementation of digital sources, tools, media, and information with increasing independence<\/li>\n<\/ul>\n<p>Exhibit 2 presents the competencies that students are expected to attain in natural science in Grades\u00a01 to 4, Grades\u00a05 to 7, and Grades\u00a08 to 10. As a general indication, it might be expected that the most elementary third of the goals for Grades 5 to 7 should be attained in Grade 5, and that one-third and two-thirds of the goals for Grades\u00a08 to 10 should be attained in Grade\u00a08 and Grade 9, respectively.<\/p>\n<p><strong>Exhibit 2: Expected Competencies in Natural Science, Grades\u00a01\u201310 (Abbreviated)<\/strong><sup>11<\/sup><\/p>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\">\n<tr class=\"heading\">\n<td>Grade Range <\/td>\n<td>Subject Domain<\/td>\n<td>Expected Competencies<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"5\" valign=\"top\" class=\"borderBottom borderRight headingInside\">Grades 1\u20134<\/td>\n<td valign=\"top\" class=\"borderBottom borderRight\">The budding researcher <\/td>\n<td class=\"borderBottom\">Explore   the local neighborhood, ask questions, and talk about experiences in nature   and man&rsquo;s place in nature; describe observations, and suggest and discuss   possible explanations; use simple measuring instruments, collect and organize   data, present results, and write reports; collect and process information   regarding natural science from different sources<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Diversity in nature<\/td>\n<td class=\"borderBottom\">Recognize,   sort, and describe certain plant and animal species in the local environment,   and compare their life cycles; observe and describe characteristics of the   four seasons; observe and describe changes that occur in a tree or another   perennial plant over time; describe an extinct animal species; discuss animal   welfare and distinguish between fact and opinion; investigate biological   decomposition and describe a life cycle in nature; practice recycling and   discuss its importance; argue for appropriate behavior toward the natural   environment<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Body and health <\/td>\n<td class=\"borderBottom\">Describe   general traits of the human body; discuss respect for one&rsquo;s own body and the   bodies of other people; describe the form and function of the digestive   system, skeleton, and muscles; explain why we vaccinate against certain   diseases; describe a common illness and how it can be prevented; observe and   describe how the human body reacts in different situations; discuss different   emotional reactions and the relationship between physical and mental health<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Phenomena and substances <\/td>\n<td class=\"borderBottom\">Describe   and illustrate how Earth, the Moon, and the Sun move in relation to each   other, discussing the seasons, day and night, and lunar phases; research and   write about planets in our solar system; recognize certain stellar   constellations; tell and discuss legends and myths related to the starry sky   and Northern Lights; describe and sort substances, and carry out experiments   showing that substances and mixtures may change characteristics in certain   environments; experiment with water, light, and sound, describe the   observations, and suggest explanations; record and describe observations of   weather, measure temperature and precipitation, and present the results   graphically<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Technology and design <\/td>\n<td class=\"borderBottom\">Make   objects that can be propelled by water or air and objects that use reflection   of light, and discuss how they work; plan, build, and test simple models of   building constructions and document the process with text and illustrations;   describe building structures and discuss why some are more stable than   others; recognize and describe load-bearing structures in buildings in the   local neighborhood<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"5\" valign=\"top\" class=\"borderBottom borderRight headingInside\">Grades   5\u20137 <\/td>\n<td valign=\"top\" class=\"borderBottom borderRight\">The budding researcher<\/td>\n<td class=\"borderBottom\">Formulate   questions, suggest explanations, make a plan, and conduct an investigation;   discuss the importance of making and testing hypotheses through systematic   experiments and observations; use digital tools to record, process, and   publish data from experiments and fieldwork; extract natural science information   from different media and make a presentation<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Diversity in nature<\/td>\n<td class=\"borderBottom\">Plan   and conduct explorations in nature, and record the observations; examine and   describe flowering plants and explain the functions of different parts of   plants; examine and discuss factors that influence the germination and growth   of plants; describe the characteristics of certain plants, mushrooms, and   animals and order them systematically; discuss traditional uses of certain plants,   mushrooms, and animals<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Body and health <\/td>\n<td class=\"borderBottom\">Describe   the development of the human body from conception to adulthood; explain what   happens during puberty and discuss gender identity and sexual orientation;   describe the main features of the heart and lung system and its function in   the human body; explain how the body protects itself against illness and how   we may prevent and treat infectious diseases; collect information and   statistics, and discuss damages to health caused by drug abuse<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Phenomena and substances <\/td>\n<td class=\"borderBottom\">Use   animations and models to describe the motions of the planets and the moon,   and explain reasons for the seasons and the lunar phases; <br \/>\n      describe how certain minerals and rocks have been formed; account for the use   of certain sources of energy in the past and the present, and describe   consequences of this use for the global and local environment; explain the concept   of climate, identify certain causes of climate change, and investigate the   consequences of extreme weather; investigate phenomena related to sound,   hearing, and noise, discuss observations, and explain how sound may damage   hearing; do experiments with magnetism and electricity, and explain and   present the results; describe the main characteristics of gases, liquids,   solids, and phase transitions by using the particle model; use the concepts   of atoms and molecules to explain the structure of substances and how   substances may be transformed; carry out experiments with chemical reactions   and describe what characterizes them<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Technology and design <\/td>\n<td class=\"borderBottom\">Plan,   build, and test mechanical toys, and explain the principles of mechanical   transfer; plan, make, and test simple products that use electricity; describe   the life cycle of a product, and discuss to what extent it is compatible with   sustainable development<\/td>\n<\/tr>\n<tr>\n<td rowspan=\"5\" valign=\"top\" class=\"borderBottom borderRight headingInside\">Grades   8\u201310 <\/td>\n<td valign=\"top\" class=\"borderBottom borderRight\">The budding researcher<\/td>\n<td class=\"borderBottom\">Formulate   testable hypotheses, plan and conduct experiments, and discuss observations   and results in a report; collect and process natural science data, and   present results graphically; write explanations and arguments; explain the   importance of looking for relationships between cause and effect, and explain   why arguments, disagreement, and publication are important; identify   scientific arguments, facts, and assertions in media, and assess the content   critically; comply with safety measures<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Diversity in nature <\/td>\n<td class=\"borderBottom\">Explain   the main features of the theory of evolution and give an account of   observations that support this theory; describe the structure of animal and   plant cells and explain the main features of photosynthesis and cellular   respiration; describe cell division, genetic variation, and inheritance;   explain the main features of theories about how Earth is changing and has   changed over the eons, and the underpinning of these theories; investigate   biotic and abiotic factors in a local ecosystem and explain the relationship   between the factors; observe and provide examples of how human activities   have affected a nature area, investigate views of different interest groups   on these effects, and propose measures that may preserve nature for future   generations<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Body and health <\/td>\n<td class=\"borderBottom\">Describe   the nervous system and the endocrine system, and explain how these control   bodily processes; describe the development of a fetus and the process of   birth; discuss issues related to sexuality, sexual orientation, gender   identity, sexual limits and respect, sexually transmitted diseases,   contraception, and abortion; explain how lifestyle may affect health,   including slimming and eating disorders, and how they may be prevented;   provide examples of and discuss the difference between alternative and   academic medicine<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Phenomena and substances<\/td>\n<td class=\"borderBottom\">Describe   the universe and different theories of how it has developed; investigate a   topic on the exploration of outer space; assess properties of elements and   compounds by using the periodic table; examine properties of certain common   everyday substances, and do simple calculations related to the dilution of   solutions; examine and classify pure substances and mixtures based on solubility   in water, combustibility, acidity, and basicity; separate substances in a   mixture, and analyze an unknown substance; examine hydrocarbons, alcohols,   carboxylic acids, and carbohydrates; explain the origin of crude oil and   natural gas; use the concepts of current, voltage, resistance, power, and   induction to explain results from experiments with electric circuits; explain   how we can produce electric energy from renewable and nonrenewable sources,   and discuss environmental effects; explain the concepts of velocity and acceleration,   measure their magnitude with simple tools, and provide examples of how force   is connected to acceleration; carry out experiments and simple calculations   with work, energy, and power; explain how traffic safety equipment prevents   and reduces injury in accidents; carry out experiments with light, vision,   and colors, and describe and explain the results<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" class=\"borderBottom borderRight\">Technology and design <\/td>\n<td class=\"borderBottom\">Develop   products, and assess product functionality and user-friendliness; test and describe   properties of materials used in a production process, and assess their use   from an environmental perspective; describe an electronic communication   system, explain how it transfers information from sender to recipient, and discuss   positive and negative consequences<\/td>\n<\/tr>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>The Science Curriculum in Primary and Lower Secondary Grades A brief overview of the science curriculum for Grades\u00a01 to 10 follows. Knowledge and understanding of the natural sciences constitute a basis for participation in the democratic process and enable people &hellip; <a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/norway\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\">Continued<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":158,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-940","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/940","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=940"}],"version-history":[{"count":7,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/940\/revisions"}],"predecessor-version":[{"id":5564,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/940\/revisions\/5564"}],"up":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/158"}],"wp:attachment":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/media?parent=940"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}