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 Northwest Georgia Science Education Partnership located at http://webtech.kennesaw.edu/tbrown/curiosity/big ideas.htm http://webtech.kennesaw.edu/tbrown/curiosity/big ideas.htm Vellom, R. P. (2008). Teaching elementary science: Designs for inquiry and interaction.