Learning

Subject continuums:
Physics
Science
guide
First examinations 2009
Subject continuums: Science
 Primary Years Programme
Subject continuums: Science

Published April 2025

Updated August 2025

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The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.

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challenging programmes of international education and rigorous assessment.

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 IB learner profile I
profile IB learner p
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IB L E AR
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PROFILE
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:

We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories,
research. We know how to learn independently and with others. as well as the values and traditions of others. We seek and evaluate
We learn with enthusiasm and sustain our love of learning a range of points of view, and we are willing to grow from the
throughout life. experience.

We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a
knowledge across a range of disciplines. We engage with issues commitment to service, and we act to make a positive difference
and ideas that have local and global significance. in the lives of others and in the world around us.

We use critical and creative thinking skills to analyse and take We approach uncertainty with forethought and determination;
responsible action on complex problems. We exercise initiative in we work independently and cooperatively to explore new ideas
making reasoned, ethical decisions. and innovative strategies. We are resourceful and resilient in the
face of challenges and change.
We express ourselves confidently and creatively in more than one
language and in many ways. We collaborate effectively, listening We understand the importance of balancing different aspects of
carefully to the perspectives of other individuals and groups. our lives—intellectual, physical, and emotional—to achieve
well-being for ourselves and others. We recognize our interde-
pendence with other people and with the world in which we live.
We act with integrity and honesty, with a strong sense of
fairness and justice, and with respect for the dignity and rights We thoughtfully consider the world and our own ideas and expe-
of people everywhere. We take responsibility for our actions rience. We work to understand our strengths and weaknesses in
and their consequences. order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others
like them, can help individuals and groups become responsible members of local, national and global communities.

© International Baccalaureate Organization 2017

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Contents

Science strands 1
Overall expectations 2
Strand: Living things 3
Strand: Earth and space 5
Strand: Physical and chemical science 7

Science glossary 9

Subject continuums: Science

Science strands

Living things An exploration of the sustainability, complexity and interconnectedness of life

on our planet. Through scientific and traditional knowledges, learners explore
the natural world, the patterns and characteristics that defines it, and the ways in
which living things change and grow over time; how living things are organized,
each with its own unique phenomena and behaviours, and how living things
adapt to changes in their environment over time; the ways in which we rely on
each other to thrive and survive. Learners investigate the relationships and
interdependencies that exist between different species including ourselves;
a deeper understanding of the living things that surround us, helping us to
become informed and responsible stewards of our planet.

Earth and space An exploration of the structure of our planet and its position in the solar system;
an understanding of the properties, characteristics and changes of our planet,
including diverse ecosystems, natural cycles and the use of resources that shape
our planet. Learners inquire into the interconnectedness of Earth’s systems and
how natural phenomena and human activity impact Earth, and how humans
and other living things have adapted to changes in the environment. Learners
reflect on the importance of sustainability to maintain a healthy planet for future
generations; how humans observe and gather data to appreciate where our
understanding has come from, and how models help explain the development
of the universe over time.

Physical and chemical An exploration of physical objects and chemical substances, matter and
science materials, as well as the laws governing their behaviour; properties of matter
as well as processes that change these properties, and how we can manipulate
them to create new materials or products; how people can explain and predict
the behaviours of various substances, and help us develop new materials
with specific properties; the ways in which people design technologies and
applications, and reflect on the potential impact of these on society and the
environment.

Subject continuums: Science 1

 Overall expectations
2

Science strands
Overall expectations

All strands

Phase 1 Phase 2 Phase 3 Phase 4

Learners develop their observational skills Learners increase their observational skills Learners use their observational skills Learners use their observational skills by
by using each of their senses to gather by using their senses to gather and record by using their senses and selecting selecting observational tools to gather and
and record information, identify patterns, information in order to identify patterns, observational tools to gather and record record observed information in a number
ask questions/make guesses and discuss make predictions and refine their ideas. observed information in a number of of ways. They reflect on these findings to
their ideas. Learners select different tools and explore ways. They reflect on these findings to identify patterns or connections, make
Learners explore different tools through ways to use them for their investigations/ identify patterns or connections, make predictions, and test and refine their ideas
play to discover the way objects and inquiry. predictions/hypotheses, and test and with increasing accuracy.
phenomena function, and recognize basic Learners identify a question or problem to refine their ideas with increasing accuracy. Learners analyse the functioning of
cause-and-effect relationships. be explored. Learners explore the way objects and objects and phenomena, identify
Learners are aware of different Learners discover the way objects and phenomena function, identify parts of components within systems and develop
perspectives and examine change over a phenomena function, identify parts of a system and gain an understanding of an understanding of progressively
variety of time periods. a system and gain an understanding of increasingly complex cause-and-effect intricate cause-and-effect connections.
cause-and-effect relationships. relationships. They examine change over They observe changes over time and
Learners identify the relationship
time and recognize that change may be acknowledge that these changes can be
between themselves and the Learners examine varying time periods and
affected by one or more variables. influenced by one or more variables.
environment around them, showing care develop their understanding that variables
and respect for themselves, other living and conditions may affect change. Learners take into consideration different Learners reflect on the impact that the
things and the environment. perspectives and how these views may application of science, including advances
Learners are aware of different
have been formulated. They examine in technology, has had on us, society and
Learners communicate their ideas and perspectives and the interdependence
how products and tools have been the environment.
provide explanations using their own between the environment and us,
developed through the application of
Subject continuums: Science

scientific experience and vocabulary. recognizing the need to respect each Learners examine different perspectives
scientific investigation. and how these views may have been
other, living things and the environment.
Learners consider ethical issues in science- formulated. They analyse ethical and
Learners communicate their ideas and
related contexts and use their learning social issues in science-related contexts
provide explanations using their own
to plan thoughtful and realistic action, and express their responses.
scientific experience and understanding.
in order to improve their welfare, that of Learners use their acquired knowledge
other living things and the environment. to effectively communicate their ideas
Learners communicate their ideas and and strategize thoughtful and practical
provide explanations using their own actions aimed at enhancing their own and
scientific experience and that of others. others’ well-being and the environment.
 Strand: Living things
Subject continuums: Science

Example concepts: adaptation, animals, biodiversity, biology, change, classification, conservation, ecosystems, environment, ethics, evolution, genetics, growth, habitat,
health, homeostasis, interactions, organism, pattern, plants, relationships, survival, sustainability, systems, technology.

Example conceptual understandings

Strand: Living things

Phase 1 Phase 2 Phase 3 Phase 4

Understanding patterns helps people Patterns help people observe phenomena Patterns can be used to make predictions, Mathematical representations and empirical
learn about the world at all levels. and make predictions. support cause-and-effect relations and as evidence are needed to identify patterns.
evidence to support ideas.

Living things go through processes of Over time, living things need to adapt Changes, sudden or gradual, have an Mathematical knowledge, understanding
change. to survive. effect on stability and sustainability. and modelling help to identify and
predict change over time.

Living things have different characteristics There are connections between the Understanding systems in nature helps Humans observe and use different
to help identify and classify them. characteristics of living things and their recognize how they work and how parts features of the natural world in the
environment. influence and interact with one another designed world.
to perform a function.

Living things and non-living things are often organized into different levels Exploring human actions on physical and
(organelle, cells, tissues, organs, organ systems, organisms, populations, natural environments helps understand
communities, ecosystem, biosphere). environmental consequences.

Identifying and observing local The interdependence of living beings and Interactions between and within Living systems are open, self-organizing
environments help in the understanding their environments affects living beings. systems enhance the understanding of life forms that interact with their
of how to care for them. connections in environments. environment.

Science strands
3
4

Science strands
Example learning outcomes

Strand: Living things

Phase 1 Phase 2 Phase 3 Phase 4

Learners: Learners: Learners: Learners:

• identify, sort and classify living things • identify and describe examples of the • compare key stages in the life cycle of • make observations of plants and
and non-living things external features and basic needs of a plant and an animal, and relate them animals to compare the diversity of
• identify that living things have basic living things to growth and survival life in different habitats
needs, in order to stay healthy and • describe how different places meet • design an investigation to determine • use materials to design a solution to
survive the needs of living things what a living thing needs to grow/ a problem by mimicking how plants
• plan and carry out or participate • discuss how the environment affects survive and/or animals use their features
in an investigation into how living humans and other living things • make observations to construct an • design a model that mimics the
things survive • analyse how investigations can help evidence-based account to show that function of an animal in dispersing
• model the differing movements of understand how living things survive young plants and animals are like, but seeds or pollinating plants
living things (for example, how rabbits not exactly like, their parents • identify how the reproduction of living
• identify and describe the changes in
hop, how elephants use their trunks, living things. • communicate understandings things connects to the interdependency
how dolphins swim) supported by evidence for how living of species and their survival, as well as
• describe how animals are a life- things can adapt their environment to maintaining the environment.
sustaining resource for us and other meet their needs
living beings • predict the effects when living things
• describe how plants are a life- are removed or die out (food webs,
sustaining resource for us and other food chains).
living beings.
Subject continuums: Science
 Strand: Earth and space
Subject continuums: Science

Example concepts: atmosphere, climate, conservation, cycles, environment, erosion, evidence, geography, geology, gravity, motion, pattern, renewable and non-renewable
energy sources, resources, seasons, space, sustainability, systems, tectonic plate movement.

Example conceptual understandings

Strand: Earth and space

Phase 1 Phase 2 Phase 3 Phase 4

Systems have parts that work together. We live in a world of interacting systems A system is a group of related parts that Models can be used to simulate systems
in which the actions of any individual make up a whole which can carry out and interactions between them, and to
element affect others. functions its individual parts cannot. predict the behaviour of a system.

Earth as part of a system orbits around Earth’s natural cycles and human activity Natural phenomena can be observable on Sudden geological changes and
the Sun. are usually connected. Earth due to movements and rotations. extreme weather conditions affect the
Earth’s surface.

Observable patterns and cycles occur in Earth’s surface changes, over time, as a result Some of Earth’s resources cycle through Human activities in the environment, such
the local environment. of natural processes and human activity. the environment, but others are finite. as recycling and animal conservation or
exploitation of natural resources, have an
impact on Earth.

Sustainability requires us to care for Exploration leads to discovery and The development of technology is both a Past systems and technologies help shape
Earth’s/our resources. develops new understandings. help and a hindrance for sustainability. (new, present, future) innovations.

Earth’s resources are used in a variety People establish diverse practices to Resources must be used sustainably
of ways. conserve, protect, sustain and maintain for the benefit of present generations
the Earth’s resources. without compromising the needs of
future generations.

Science strands
5
6

Science strands
Example learning outcomes

Strand: Earth and space

Phase 1 Phase 2 Phase 3 Phase 4

Learners: Learners: Learners: Learners:

• make observations at different times • observe, describe and predict • understand that Earth rotates on its • model how the Earth is shaped by
of the day/week/year to relate the patterns of the motion of the Sun, axis while revolving around the Sun water, erosion and other factors
amount of daylight to the time of year Moon and stars in the sky and that the Moon revolves around • use evidence to analyse and
• identify different aspects of patterns • identify the appearance of the the Earth conclude that the Earth’s natural
and cycles in their authentic Sun, Moon and stars (sunrise/set, • use observations of the Sun, Moon processes have patterns
environments (for example, weather, moonrise/set) and stars to describe patterns that can • explain why different regions of
night and day, seasons) • discuss how the Sun and the Moon are be predicted Earth experience different seasonal
• make connections between cycles important in different cultures, with • explore how science has contributed conditions
and changes in the environment and respect to customs and traditions to understanding and resolving • consider what is meant by the term
other cultural perspectives • explain how wind and water change issues related to the impact of “renewable” in relation to the Earth’s
• recognize different resources in our the Earth human activities resources
environment and how humans use • identify events that occur quickly or • compare multiple solutions designed • identify timescales for regeneration
them slowly on Earth (for example, volcanic to slow or prevent wind or water from of resources
• identify that the choices we make can activity, earthquakes, erosion) changing the shape of the land.
• design models to represent systems
have an impact on the land, water, air • identify water as a resource that cycles and their interactions
and other living things through the environment. • explore different technologies found
• consider different ways to take care of in different civilizations
our resources and how we can reduce,
• describe the impact of systems and
reuse and recycle.
technologies from past civilizations in
present times.
Subject continuums: Science
 Strand: Physical and chemical science
Subject continuums: Science

Example concepts: changes of state, chemical and physical changes, classification, conduction and convection, conservation, density, efficiency, environment, equilibrium,
forces of energy, forms of energy (electricity, heat, kinetic, light, potential, sound), gases, invention, light, liquids, magnetism, mechanics, movement, physics, pollution,
properties and uses of materials, solids, structures, sound, sustainability, technology, transformation of energy.

Example conceptual understandings

Strand: Physical and chemical science

Phase 1 Phase 2 Phase 3 Phase 4

Objects and materials have different Objects and materials can have reversible Solids, liquids and gases behave in A change of state between solid, liquid
names and properties. or irreversible changes through physical different ways and have observable and gas can be caused by adding or
and chemical processes. properties that help to classify them. removing heat.

Materials can be manipulated, mixed Motion is a change in position over time. Forces can impact on how an object The total amount of energy and matter in
and changed. moves or changes shape. closed systems is conserved.

Objects can be sorted into groups based Matter has mass and takes up space. All matter is made of atoms which are Matter is conserved because atoms are
on their properties. composed of protons, neutrons and conserved in physical and chemical
electrons. processes.

The way objects move depends on their There are connections between motion Changes in a system can be described in
size and shape. and the behaviour of objects and systems. terms of energy and matter.

Objects can move in different ways. Energy may take different forms (for Energy can be transferred in various ways Energy cannot be created or destroyed—
example, energy in fields, thermal energy, and between objects. it only moves between one place and
energy of motion). another place, between objects and/or
fields, or between systems.

Light and sound can be generated by Different types of vibrations generate Properties of light and sound depend on Sound travels through waves.
different sources. sound. their source and the objects with which

Science strands
they interact. Light from a source can be absorbed,
reflected and refracted.
7
8

Science strands
Example learning outcomes

Strand: Physical and chemical science

Phase 1 Phase 2 Phase 3 Phase 4

Learners: Learners: Learners: Learners:

• identify common materials and their • identify how light and sound are • illustrate how light and sound can be • identify that in nuclear processes, atoms
use in daily life produced by a range of sources absorbed, reflected and refracted are not conserved, but the total number
• identify the properties of materials • recognize different properties of light • describe the properties of air and their of protons plus neutrons is conserved
• gather, compare, sort, classify, order, and sound through their senses practical applications • describe how energy drives the cycling
interpret and describe observable • describe matter as everything that has • recognize how heat can be produced of matter within and between systems
characteristics and properties mass and occupies volume in many ways • explain how a change in the
• observe patterns and draw conclusions • investigate how liquids and solids • identify patterns of movement from temperature of an object is related to
respond to changes in temperature, one object to another the gain or loss of heat by the object.
• identify different sources of light
and sound for example, water changing to ice, • explain how forces can be exerted by
or melting chocolate one object on another through direct
• explore different ways to produce
sound using familiar objects and • recognize how a complete circuit contact or from a distance
actions, for example, striking, blowing, allows for the flow of electricity • describe how the transfer of energy
scraping and shaking. • investigate how different energy can be tracked as energy flows
sources generate electricity through a system
• investigate different electrical • explore how changes from solid to
conductors and insulators liquid and liquid to solid can help us
• explore how different sounds may recycle materials
be made by making a variety of • describe and model the structure of
materials vibrate. the atom: nucleus, protons, neutrons
and electrons
Subject continuums: Science

• compare the mass and charge of

protons, neutrons and electrons.
Science glossary

Closed systems A system where only energy can be transferred/exchanged between the system
and its surroundings.

Conservation A careful preservation and protection of something, for example, the planned
management of a natural resource to prevent exploitation, destruction, or neglect.

Environment The surroundings or conditions in which a person, animal, or plant lives or operates.

Hypothesis A proposed explanation, prediction or educated guess that needs to be tested

through the scientific method.

Innovation The practical implementation of ideas that results in the introduction of

something new.

Interdependence The dependence of two or more people or things on each other.

Phenomena An observable event: natural phenomena occur without human input, for example,
gravity, tides, volcanoes, sandstorms.

Regeneration The natural process of replacing or restoring something that is damaged.

Renewable Capable of being replaced by natural ecological cycles or sound management

procedures.

Sustainability Fulfilling the needs of current generations without compromising the needs
of future generations, while ensuring a balance between economic growth,
environmental care and social well-being.

Technology The application of scientific knowledge for practical purposes.

Subject continuums: Science 9

Appendix

Updates to the publication

This section outlines the updates made to this publication over the past two years. The changes are
ordered from the most recent to the oldest updates. Minor spelling and typographical corrections are not
listed.

Changes for August 2025

“Science strands”
Correction of error in the previous version.

“Physics and chemical science” was changed to “Physical and chemical science”.

10 Subject continuums: Science