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CertifiedEducation quality
10/2024
Scienarium
Scienarium
Science & engineering
Registration
Not required
Offline play
Playable offline
The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.
The following are the high educational quality aspects in this product.
The diverse pedagogical approaches to the topic are meaningful and support collaborative learning and social interaction.
The pre-curated materials are spot on for each course.
Using Scienarium is very straightforward.
The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.
Subject based learning goals
2.5 use appropriate science and technology vocabulary, including compression, tension, strut, ties, strength, and stability, in oral and written communication. (Skill)
1. assess ways in which plants have an impact on society and the environment, and ways in which human activity has an impact on plants and plant habitats. (Skill)
2.3 investigate, through experimentation, the effects of pushing, pulling, and other forces on the shape and stability of simple structures (e.g., the effect of adding one or more struts on the strength of a tower; the effect of adding ties on the strength of a bridge; the effect of adding weight to the base of a tower on the stability of the tower). (Skill)
3.2 identify different kinds of forces (e.g., gravity – the force that pulls objects towards the earth; electrostatic force – the push or pull that happens with charged objects; magnetic force – the force of a magnet that attracts objects containing iron or nickel). (Skill)
3.1 identify a force as a push or a pull that causes an object to move. (Skill)
1.2 assess the environmental impact of structures built by various animals and those built by humans. (Skill)
2.5 use appropriate science and technology vocabulary, including push, pull, load, distance, and speed, in oral and written communication. (Skill)
2.4 use technological problem-solving skills (see page 16), and knowledge acquired from previous investigations, to design and build devices that use forces to create controlled movement (e.g., an airplane propelled by hand or by an elastic band; a boat that holds paper clips and moves through water using magnets; a crane that lifts a load; a timed marble run). (Skill)
2.3 conduct investigations to determine the effects of increasing or decreasing the amount of force applied to an object (e.g., using two magnets instead of one to pick up pins; changing the number of people on one side of a tug of war; rubbing a balloon ten times instead of five times on a wool sweater to create a static charge). (Skill)
2.2 investigate forces that cause an object to start moving, stop moving, or change direction (e.g., release a wound-up elastic band to propel a toy vehicle; pull on a leash to stop a dog; hit a ball with a bat; hold papers on a refrigerator door using magnets). (Skill)
3. demonstrate an understanding of how forces cause movement and changes in movement. (Skill)
2. investigate devices that use forces to create controlled movement. (Skill)
2. investigate the composition and characteristics of different soils. (Skill)
2. investigate similarities and differences in the characteristics of various plants, and ways in which the characteristics of plants relate to the environment in which they grow. (Skill)
1. assess the impact of soils on society and the environment, and of society and the environment on soils. (Skill)
3. demonstrate an understanding of the composition of soils, the types of soils, and the relationship between soils and other living things. (Skill)
3. demonstrate an understanding that plants grow and change and have distinct characteristics. (Skill)
1.1 assess ways in which plants are important to humans and other living things, taking different points of view into consideration (e.g., the point of view of home builders, gardeners, nursery owners, vegetarians), and suggest ways in which humans can protect plants. (Skill)
1.2 assess the impact of different human activities on plants, and list personal actions they can engage in to minimize harmful effects and enhance good effects. (Skill)
1.1 assess the impact of soils on society and the environment, and suggest ways in which humans can enhance positive effects and/or lessen or prevent harmful effects. (Skill)
2.2 observe and compare the parts of a variety of plants (e.g., roots of grass, carrot, dandelion; stem of cactus, carnation, tree; leaves of geranium, spider plant, pine tree). (Skill)
2.2 investigate the components of soil (e.g., nonliving things such as pebbles and decaying matter; living things such as organic matter, bacteria, earthworms, and insects), the condition of soil (e.g., wet, dry), and additives found in soil (e.g., pesticides, fertilizers, salt), using a variety of soil samples (e.g., sand, clay, loam) from different local environments, and explain how the different amounts of these components in a soil sample determine how the soil can be used. (Skill)
2.3 germinate seeds and record similarities and differences as seedlings develop (e.g., plant quick-growing seeds – nasturtium, morning glory, sunflower, tomato, beet, or radish seeds – in peat pellets to observe growth). (Skill)
2.5 use scientific inquiry/experimentation skills (see page 12), and knowledge acquired from previous investigations, to investigate a variety of ways in which plants meet their basic needs. (Skill)
2.6 use appropriate science and technology vocabulary, including stem, leaf, root, pistil, stamen, flower, adaptation, and germination, in oral and written communication. (Skill)
2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., make illustrated entries in a personal science journal to describe plant characteristics and adaptations to harsh environments). (Skill)
3.2 identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed, and fruit, and describe how each contributes to the plant’s survival within the plant’s environment (e.g., the roots soak up food and water for the plant; the stem carries water and food to the rest of the plant; the leaves make food for the plant with help from the sun; the flowers grow fruit and seeds for new plants). (Skill)
3.3 describe the changes that different plants undergo in their life cycles (e.g., some plants grow from bulbs to flowers, and when the flowers die off the bulb produces little bulbs that will bloom the next year; some plants grow from germination of a seed to the production of a fruit containing seeds that are then scattered by humans, animals, or the wind so that new plants can grow). (Skill)
3.4 describe how most plants get energy to live directly from the sun (e.g., plants turn the energy from the sun into food for themselves) and how plants help other living things to get energy from the sun (e.g., Other living things, which cannot “eat”sunshine, eat the plants to get the energy. They also get energy when they eat the animals that eat the plants.). (Skill)
3.8 identify examples of environmental conditions that may threaten plant and animal survival (e.g., extreme heat and cold; floods and/or droughts; changes in habitat because of human activities such as construction, use of gas-powered personal watercraft on lakes). (Skill)
1.2 assess the impact of human action on soils, and suggest ways in which humans can affect soils positively and/or lessen or prevent harmful effects on soils. (Skill)
3.4 explain how forces are exerted through direct contact (e.g., pushing a door, pulling a toy) or through interaction at a distance (e.g., magnetism, gravity). (Skill)
3.2 identify structures in the natural environment (e.g., a tree, a bees’ nest/hive) and in the built environment (e.g., a totem pole, a fence, a pyramid, the CN Tower). (Skill)
2.5 use appropriate science and technology vocabulary, including clay, sand, loam, pebbles, earth materials, and soil, in oral and written communication. (Skill)
2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., record in words and pictures what happens when soil and water are shaken together in a container; prepare a display comparing the composition of soils from different locations). (Skill)
1. assess the impact of various forces on society and the environment. (Skill)
1. assess the importance of form, function, strength, and stability in structures through time. (Skill)
2. investigate strong and stable structures to determine how their design and materials enable them to perform their load-bearing function. (Skill)
3. demonstrate an understanding of the concepts of structure, strength, and stability and the factors that affect them. (Skill)
3.3 describe how different forces (e.g., magnetism, muscular force, gravitational force, friction) applied to an object at rest can cause the object to start, stop, attract, repel, or change direction. (Skill)
1.2 assess the impact of safety devices that minimize the effects of forces in various human activities. (Skill)
1.1 assess the effects of the action of forces in nature (natural phenomena) on the natural and built environment, and identify ways in which human activities can reduce or enhance this impact. (Skill)
3.7 describe the different ways in which plants are grown for food (e.g., on farms, in orchards, greenhouses, home gardens), and explain the advantages and disadvantages of locally grown and organically produced food, including environmental benefits. (Skill)
3.6 describe ways in which plants and animals depend on each other (e.g., plants provide food for energy; animals help disperse pollen and seeds, and provide manure that fertilizes the soil in which plants grow; plants need the carbon dioxide that animals breathe out, and animals need the oxygen that plants release into the air). (Skill)
2.1 follow established safety procedures during science and technology investigations (e.g., avoid touching eyes when handling plants; never taste any part of a plant unless instructed to do so by the teacher). (Skill)
3.4 describe ways in which the components of various soils enable the soil to provide shelter/ homes and/or nutrients for different kinds of living things (e.g., microscopic bacteria and micro-organisms feed on decaying matter in the soil; roots of plants absorb minerals from the soil). (Skill)
3.3 describe the interdependence between the living and non-living things that make up soil (e.g., earthworms ingest the soil and absorb the nutrients, then their castings return the nutrients to the soil; the roots of plants use the soil as an anchor to keep the plants from blowing away). (Skill)
3.2 identify additives that might be in soil but that cannot always be seen (e.g., pesticides, fertilizers, salt). (Skill)
2.3 use scientific inquiry/experimentation skills (see page 12), and knowledge and skills acquired from previous investigations, to determine which type(s) of soil (e.g., sandy soil, clay soil, loam) will sustain life. (Skill)
3.9 describe ways in which different forces can affect the shape, balance, or position of structures (e.g., a load may cause a cardboard box to buckle). (Skill)
3.8 explain how strength and stability enable a structure (e.g., bridge, tent) to perform a specific function. (Skill)
3.7 describe ways to improve a structure’s strength (e.g., by using triangulation or crossmembers) and stability (e.g., by lowering the centre of gravity). (Skill)
3.6 describe ways in which the strength of different materials can be altered (e.g., by folding, adding layers, twisting/braiding, changing their shape). (Skill)
3.4 identify the stability of a structure as its ability to maintain balance and stay fixed in one spot. (Skill)
3.3 identify the strength of a structure as its ability to support a load. (Skill)
3.1 define a structure as a supporting framework, with a definite size, shape, and purpose, that holds a load (e.g., a running shoe, a tepee, a bicycle, an igloo). (Skill)
2.4 use technological problem-solving skills (see page 16), and knowledge acquired from previous investigations, to design and build a strong and stable structure that serves a purpose (e.g., a place to store lunch bags, a place to put wet boots). (Skill)
1.1 assess effects of strong and stable structures on society and the environment (e.g., reliable loadbearing structures are essential in all areas of life for shelter, transportation, and many other everyday purposes; strong and stable structures can endure for long periods of time and provide a historical record of other societies and cultures; strong and stable structures can be hard to dispose of when their usefulness is ended and may then have a negative effect on the environment). (Skill)
Soft skills learning goals
Practicing decision making
Learning to plan and organize work processes
Practicing to take responsibility of one's own learning
Practicing time management
Supporting the growth of environmental awareness
Practicing to plan and execute studies, make observations and measurements
Enabling the growth of positive self-image
Practicing persistent working
Practicing to express own thoughts and feelings
Learning to notice causal connections
Learning decision-making, influencing and accountability
Learning to listen other people’s opinions
Practicing to argument clearly own opinions and reasonings
Practicing to work with others
Practicing to notice causal connections
Practising visual recognition
Encouraging to build new information and visions
Practicing to observe spoken and written language
Learning to build information on top of previously learned
Practicing categorization and classification
Learning to understand people, surroundings and phenomenons around us
Practicing fine motor skills
Developing problem solving skills
Learning to combine information to find new innovations
Practicing to create questions and make justifiable arguments based on observations
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Learning to plan and design own written content and textual representations
Encouraging students to be innovative and express new ideas
Practicing to find, evaluate and share information
Practicing to use information independently and interactively
Practicing to improvise
Learning to acquire, modify and produce information in different forms
Practicing creative thinking
Creating requirements for creative thinking
Practicing strategic thinking
Recognizing habits that are good for sustainable living
Learning to find the joy of learning and new challenges
Practicing logical reasoning to understand and interpret information in different forms
Learning to recognise and evaluate arguments and their reasonings
Practicing versatile ways of working
Practicing to look things from different perspectives
Using technology for interaction and collaboration
Realizing the connection between subjects learned in free time
and their impact to skills needed at worklife
Connecting subjects learned at school to skills needed at working life
Learning consumer knowledge and smart economics
Practicing to give, get and reflect feedback
Practicing to notice links between subjects learned
Practicing to take care of one's own and other people’s safety
Encouraging the growth of positive self-image
Learning to face failures and disappointments
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