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Topic: The main subject of what the students are learning. They need to know the end goal of what they are needed to learn.

Concepts: An idea centered teaching and learning. An idea that is of a significant origin, subject matter, or a place in time. Concepts give the students the momentum to be able to  guide their learning process.

Skills: The ability to do something well.

The picture below demonstrates how everything is connected to make something work as a whole. You need a topic, concepts, and skills when creating a unit plan to make sure that the whole lesson makes sense to increase student learning.

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Topic: A bunch of knowledge which are inter-related and could be organized as a systemic teaching and learning process. Teaching a topic is more convenient than teaching clips of knowledge and making learning easier to transfer.

Concept: General notions or abstract ideas taught in or out of school which are fundamental building blocks of learning and teaching. (e.g atom, ecosystem)

Skill: Skills are non-verbal capacity which could be transferred and used in other tasks. (E.g experimental skills, investigation skills, collaboration skills)

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Topic- the subject that you will be discussing and having conversations revolving around science.  It is what you are presenting and the information that will be explained.
Concept- scientific concepts are representations of the natural world that have a central place and role in science.
Skill- are the tools that will be used to understand the topic and concept that a student is studying the skills that will guide students the most are observing qualities, measuring quantities, sorting/classifying, inferring, predicting, experimenting, and communicating.

The image below represents to me that science is a set of topics, concepts, and skills brought together to create, analyze and explain through reasoning.  The image below allows myself and my students the possibilities to explore, examine, and explain through our own thoughts what is happening in the natural world.  The representation shows the vast amounts of concepts and equations that allow science to be examined like no other subject can.  Through observing, creating, investigating, and using hands on activities we are setting up our students for success in an ever changing world.

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CONCEPT: (From the MYP Subject guide:) a “big idea”—a principle or notion that is enduring, the significance of which goes beyond particular origins, subject matter, or place in time. In education, a concept is the greater understanding students need to reach by the end of a certain defined time of study. An overarching idea or theme that is presented by a linking a series of topics. It is usually defined as a question or understanding statement; it goes beyond individual pieces knowledge to synthesis and understanding. E.g. "How do plate tectonics contribute to the formation of land mass and geologic features?" or "What are the building blocks of our world?"

TOPIC: In education, the individual pieces of knowledge or day-to-day lessons that make up a greater concept. E.g.:Types of Plate Boundaries, Structure of the Atom

SKILL: In education, something a student can DO (as opposed to something they KNOW and can USE) that enables them to use the knowledge they are accumulating. Skills can be more generally life-based (organization, time-management, synthesize, ) or more academic (balance chemical equations). They are usually denoted by command terms.

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Topic: A specific subject, time, people, place etc.
Concept: The big overarching idea that is timeless, universal and transferable
Skill: Ability to apply knowledge and understanding to a specific situation

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1. Topic is defined as the subject of what one is communicating.
2. Concept is defined as the general idea or a working prototype.
3. Skill is defined as the excellent performance of an action due to knowledge, practice, etc.

This image represents the skill of cooking. This woman is chopping vegetables with a knife. Handling said knife is a required skill of all persons of any cooking ability. Clearly she has been at it for a long time because of how she arranged the vegetables and placement of the cooking utensils.

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1.     Concept

A Timeless, Abstract, Universal and Transferable idea that reaches beyond facts, topics, or disciplines. A concept taught can activate prior knowledge through different lenses where students are be able to apply their understanding to complex situations and contexts.

2.     Topic

Knowledge of specific information within disciplines relating to themes and specific focus points, such as, facts, dates, places and specific context regarding chosen matters.

3.     Skill

The ability to solve, approach, or do tasks or actions in a certain ways using knowledge acquired.  Skills are capabilities necessary for everyday life and help students become successful later in their lives.

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Concept: is the main idea that is timeless and  based on for example a theme  as climatic change and sustainability

Topic: Green house that aims to take benefits from environmental energy and spreading the go green locally and globally wise

Skills: Hand to hand learning, team working, how to cultivate plants, collecting data, analyzing and set conclusions and provide at the end the results of their work.

The pictures below show the students in my school they are working in the green house of the school after choosing the type of plants that are suitable in the country climate they decided the plants type and then started cultivation and collected data in weekly basis by taking measurements for the cultivated plants and also collecting data about the rate of growth , the water that is needed and also they used recycled water for their greenhouse to achieve the sustainability , recycling and take all the environmental benefits

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Concept:Integrated learning science through art. There are great lessons to be had with experiments about what effects plant growth.Students can also learn about global warming ,climate change and effects of heat and light on plants.
Skill:It develops curiosity. "There's an adage in teaching that goes 'show one ,do one,teach one.It uses all parts of the brain and makes the lesson more effective because we go from hearing the lesson to hands on learning and then combining everything by teaching someone else.Having a classroom greenhouse engages students by bringing book learning and nurtures
Topic:What is Green House?
It feels good to see the diversified ways of teaching science has taken place in 21st century.Science is heading towards STEM TO STEAM.

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Concept:  An abstract big idea that can be taught across disciplines and helps understand all aspects of how the world works.  Example:  systems, cause and effect, patterns, interdependence.
Topic: A specific subject or collection of facts that are used to help teach the big concept. Example:  cell parts for system.  Newton's laws for cause and effect.
Skill:  An ability to research, explore, discover, learn, and communicate the big concepts.  Example:  Explain, describe, experiment, analyze, measure, create, conclude.

This clipart from dreamstime.com illustrates how the three terms above connect. The sculpture is the concept the boy is learning. The sculpting tools are the topics he uses to learn the concept, and he needs the skill of sculpting in order to explore the concept of the sculpture. Teachers can't just teach facts for students to memorize. They need to teach skills for students to use to explore topics that teach them overarching concepts that will help them navigate their way in this world.

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Concept: Concepts are big ideas that are universal, timeless, and transferrable
Topics: Refers to a specific part of a bigger concept. Example: Talk about photosynthesis in terms of energy transfer on Earth.
Skill: An ability that can be learned and can be used to solve a problem.
I chose the picture below because it's a good visual to represent the difference between a concept and a topic. The topics are like toppings that are part of a slice of pizza (concept).

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Topic: It's a specific subject/chapter related with events or phenomenon that takes or took place in a specific time and place (e.g. "Processes That Shape The Hearth ")

Concept: It's a representation of the main ideia behind a topic (e.g.Systems)

Skill: An ability to organize, gather information, discuss/share ideas in order to formulate and argument, an hypothesis, giving a perspective (e.g. organization, creative, critical)

I chose this image because it illustrates the topic related with a phenomenon that shapes the Earth (as given as example for the topic). Earth is a system (concept) that is not static, due to volcanoes, earthquakes, floods, etc, suffers irreversible changes that can shape the Earth and in consequence can affect mankind.  This image shows girls developping skills such collaboration and organization when studying a volcano. Depending on the type of lava, the explosion of a volcano and the shaking of the Earth can be different. Experimenting with different solutions, we can be able to see/hypothesize (critical thinking) how a volcano behaves and discuss through collaboration its implications to the Earth and mankind. We can see that in only one topic we can develop and improve several skills within a student.

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Concept: Big Idea, abstract, general, multi/transdisciplinary         eg. Systems
Topic: Subject, a specific time, place, thing, phenomenon           eg. life cycles
Skill: Ability, expertise, capability, mastery           eg. describe, explain, analyze

This video is about how concept based teaching enables deeper learning. Conceptual frameworks enable learning factual information and developing skills more effectively and supports creativity and problem solving abilities.

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Kimberly Walker Master Vocabulary: CONCEPT, TOPIC, SKILL 

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Kimberly Walker Master Vocabulary: CONCEPT, TOPIC, SKILL 

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Concept: A big idea that students will take with them as they continue to grow as learners. Concepts can relate to many subjects in school.  Examples of concepts include-Relationship, Systems, Culture, Identity, Change
Topic: Connect to specific times, people, things, places. Examples include cells, life cycles, Dinosaurs, Geometry
Skills: These are the strategies or knowledge you have in order to succeed or get through life. Some specific examples include: collaboration, analzying, oral and written communication, critical thinking, or problem solving.
Photo Example: In this photo, students are using skills such as collaboration, analysing, and critical thinking to solve a criminal investigation through chemical analysis,   The concept, or big idea is relationships, because students are connecting the pieces learned through the investigation to determine which suspect has committed the crime. The topic is criminal investigation through chemistry and analyzation of evidence.

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Topic: a coherent knowledge area showing how observations, concepts,  theories and ideas are linked together to understand a whole, larger framework.

Concept: an idea framework which allows observations and facts to be linked in relation to each other. For example the concept of energy allows us to understand the interactions of matter.

Skill: An ability to perform a task in a way to produce a desired outcome.
The image shows how a topic, the jigsaw is made from interlocking parts

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Topic  -  A subject specific unit of study.
Concept - An idea that applies universally.
Skill - The ability to carry out a certain task.

I've chosen an image of students carrying out an experiment. Here they are using SKILLS (such as designing an experiment, recording data, analysing results), to help them understand a CONCEPT (The total amount of energy in the Universe is always the same but energy can be transformed when things change or are made to happen.) while studying a TOPIC (Energy and motion).

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concept - a title that contain every subject of the unit.
topic - fact that can explain particular thing in concept.
skill -  ability to solve the problem or apply the topic.

i choose a image of plant. in this picture, concept is plant. topic can be many things. i could say one topic is that plants grow through photosynthesis. this is a fact of plants. in this topic, It is a skill to grow plants on their own.

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CONCEPT -- a large, general idea
TOPIC -- a smaller, more specific idea within a broader concept
SKILL -- an ability developed through knowledge and practice

My imagine represents these three distinct areas in the context of biology. It shows the concept of the visualization of microbes, the topic of microscopes, and the skill of operating a microscope in order to visualize and analyze microbes.

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For example: lab skills in cloning canines follow a procedure which involves steps similar to cloning a strawberry. JI 6/29, link to souces

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This concept has related discourse, conversations, and laws that can encourage student debate. JI 6/29 link to source

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This topic of making an identicle copy of a living organism or cell by asexual reproduction. JI 6/29 link to source

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Topic: the main focus or subject area
Concept: the overall idea
Skill: the ability to perform a task/action typically requiring practice to master

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Topic - a subject/area of focus/study
Concept - an understanding of an idea
Skills - an ability to achieve a desired outcome

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Topic - a matter dealt with in a text, discourse, or conversation; a subject
Concept - an abstract idea; a general notion.
Skills - the ability to do something well; expertise
TedEd video found on youtube: discusses steps to critical thinking (identify your topic/question, explore concepts/ideas, and apply (skills)

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5 tips to improve your critical thinking - Samantha Agoos

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Topic- a subject; a key point in which a conversation revolves around
Concept- an idea
Skills- abilities that you can improve upon over time with practice that will allow you to do certain things more efficiently

Images taken from: Google images