The Unifying Science Concepts

1. The Unifying Science Concepts The Big Ideas of Science

2. What are unifying science concepts? • The Vellom book, Chapter 3 reads, “The work of scientists, and the knowledge that results from that work, is characterized by a number of concepts and processes that are universal”.

3. What are unifying science concepts? • So basically…these ideas are universal. • They are the “big ideas” of science • The universal unifying concepts help students to understand the natural world

4. Five Unifying Processes • There are 5 “big ideas” that are identified in the National Science Education Standards - Systems, order, and organization. - Evidence, models, and explanation. - Change, constancy, and measurement. - Evolution and equilibrium. - Form and function.

5. Systems, Order, and Organization • Nature is made up of many systems that are related and/or connected in some ways. • A system is a whole that is composed of parts arranged in an orderly manner according to some plan or function. • Our body makes up a system, the planets around the sun make a (solar) system, and each classroom in our school makes up a system. • Children can begin to understand systems by considering the parts that make up a system, the purpose of a system, and the changes that occur in a system. • Summary: Nature is composed of many interrelated systems.

6. Example • Digestive System • When teaching about the digestive system, I could just teach the parts and move on. • This is not good science and does teach the “big idea” • Students need to understand how the system works as whole • What happens if a part if missing or broken? • What happens if a part is damaged? • What could damage this system?

7. Evidence, Models, and Explanation • Nature behaves in predictable ways and searching for explanations is one of the most important functions of science. • We must teach children how to use evidence and models to develop explanations that help us to understand our world. • Explanations – we collect evidence (data) in order to develop explanations • Models are used in science to represent other things that might be difficult to see or measure. • Models are a difficult concept for young children to grasp. Summary: Nature is predictable and we can use evidence and models to develop explanations to understand our world.

8. Example • Models – an very important concept of science education • Examples of models – phases of the moon (to actually observe this in the classroom it would take a month), plate tectonics (hard impossible to observe), structure of the atom (too small to be seen). • Full scale models are great to use of possible – human skeleton, organs, etc. • Important to communicate to student how the model relates to the real objects. I have to explain to the students that the model of an atom is just a model…it really doesn’t represent what a real atom looks like.

9. Change, Constancy, and Measurement • The natural world is continually changing and children should be made aware of these changes. • Although change occurs, there are many patterns that are repeated constantly over time. • Measurements can be used to document changes and consistency over time. • Summary: Nature is constantly changing but there are many repeating patterns.

10. Examples • Children can be asked to observe changes in the seasons and changes in the position and apparent shape of the moon. • The earth rotates every 24 hours, ocean tides come twice a day, and caterpillars develop into butterflies.

11. Evolution and Equilibrium • All organisms have their own distinctive characteristics and so there is a great deal of diversity in nature. • These characteristics are inherited from one generation to another and nature selects the characteristics (adaptations) that provide advantages for survival. • While both organisms and their environments change, natural systems tend to be balanced (in equilibrium) over time. • Summary: Organisms are diverse and nature selects the characteristics (adaptations) of organisms that provide advantages for survival.

12. Examples • Children can quickly come to appreciate the wonderful diversity found in nature and can gradually consider how organisms adapt and change over time. • Human origin should not be studied with elementary students.

13. Form and Function • A relationship usually exists between the form or an object or organism (how it looks, sounds, feels, smells) and the function of the object or organism (what is does). • Summary: There is a relationship between the form of an object and it’s function.

14. Example • Children can learn to infer the functions of things by closely observing their forms. • For example, they can infer what a mammal eats by observing their teeth, or what a bird eats by examining the structure of their beaks.

15. How does this relate to teaching? • When planning your lessons, you should always keep the “big ideas” in mind. • Start with the GLCE and figure out the “big ideas” that go with your GLCE • You can discover this during the digging in process • Then write your learning statements and create lessons and activities always keeping the big idea in mind.

16. How does this relate to teaching? • You should be able to tie a “big idea” to each lesson or unit you teach.

17. References • The NorthwestGeorgia Science Education Partnership located at http://webtech.kennesaw.edu/tbrown/curiosity/bigideas.htm • Vellom, R. P. (2008). Teaching elementary science: Designs for inquiry and interaction.