INTRODUCTION TO INTEGRATED SCIENCE Science is not just an assortment of facts, concepts, and useful ideas about nature, or even

the systematic investigation of nature, even though both are common definitions of science. Science is a method of looking into nature a way of recognizing nature that reveals authentic cognition about it. Put differently, science is a method of coming upon authentic cognition about the nature. Of course, there are other methods and techniques to discover learn about the nature, but science is the only method that ensues in the attainment of reliable knowledge. Science is the systematic study of nature and its effects on us and the environment. Hence, it is the study of natural phenomena. Examples of natural phenomena are a baby growing up and becoming an adult, an object falling on the ground due to gravitation, ice melting due to heat, a seed growing into a plant and then in a tree. Science helps us understand the natural phenomena, and discovering the answers to all natural phenomena leads us to new scientific knowledge. Integrated science is a course with combined topics like biology, chemistry, etc., while science is a big body of knowledge, it is about everything around us even inside our own body. Pictures showing Ice cube in various conditions like in water, in refrigerator and in open air to make out how the ice melts in different temperatures and with various substances. Is there accord about the definition of integrated science ? If one tries to find the word integrated in the dictionary, one discovers that the meaning of the word as combining parts into a whole. Then, in science, what are the parts that we might draw together? It is quite normal to categorize the parts as the different disciplines of science, for example earth science, life science, and physical science, etc. It is obvious to consider as well the procedures of science, like research, and the contexts of science, for instance science and society and science in history. So without extra nuisance, we have a primary idea of what parts we might organize and what integrated science might be. Picture of a seed sown in the ground and showing its sprouting and then other stages of its growth.

Following example in the table given below will give you better insight in the question and the answer of the integrated science. Integrated Science Process Skills Skill Definition Identifying and Being able to identify variables Controlling (distinguishing the features of objects Variables or factors in events) that are invariable or change under various conditions, and that can bear upon an experimental outcome keeping most invariant while controlling only one (the autonomous) variable.

Example Listing or depicting the components that are believed to, or would, determine the rate at which an ice cube melts in air, water or changing temperature

Defining Operationally

Formulating Hypotheses

Expressing how to measure a variable quantity in an experiment, defining the variable in accordance with the actions or operations to be executed on or with it Putting forward or constructing a statement, that is provisional or testable, about what is conceived to be the anticipated result of an experiment (grounded on reasoning)

Recording and Interpreting

Experimenting

Formulating Models

Gathering up pieces of information about objects and events that exemplify a particular situation; coordinating and analyzing data that have been received and drawing conclusions from it by finding out evident patterns or relationships in the data Being able to carry on an experiment, comprising asking a suitable question, putting forward an hypothesis, distinguishing and controlling variables, operationally defining those variables, designing a "fair" experiment, carrying on the experiment, and understanding the results of an experiment Producing a mental or physical model of a procedure, object or event

Positing that bean growth will be delineated as the amount of change in height as measured from the top of the soil to the tip of the most retentive stem in centimeters per week Arriving at a affirmation to be used as the basis for an experiment; "if one ice cube is placed in cool water and a similar cube is placed in warm water, then the cube in the warmer water will melt first, or the greater the amount of organic matter added to the soil, the groovier the amount the bean growth Recording data from an experiment and making a conclusion that associates trends in data to variables; examining a graph of data gathered concerning variables and finding out a relationship among the variables

The whole process of carrying on an experiment to find out the relation between soil specifies and plant growth, population and pollution, etc.

Making Decisions

Depicting a diagram; giving rise to a picture that exemplifies information about ice cube melting; writing to depict how the physical process of evaporation and condensation correlate in the water cycle, exemplifying by analogy Identifying options and selecting a Identifying substitute ways to store ice course of action from among the cubes to keep away from inducing them to options after establishing the judgment melt; analyzing the effects of each option for the selection on excusable reasons such as the cost, the effect on other people or on the surroundings; using excusable reasons as the basis for making the decision; selecting freely from the options

In an ideal world, in integrated science, students discover cross-disciplinary concepts in each lesson. For instance, if they are learning about the about weather patterns, students might find out concepts in

earth science (rotation of the earth and orientation of the earth in space), concepts in physical science (convection and flow of energy), and concepts in life science (the effect of weather on living organisms). In contrast, in true coordinated science, students explore discipline-specific concepts in an encrusted manner where the students experience is coordinated in a rational way but there are not clear relations amid the disciplines. For instance, students might discover a concept in physical science for quite a few weeks before advancing to a lesson in the life sciences. After that, they would finish a lesson in earth science prior to coming back to explore an additional set of concepts in the physical sciences.