untitled - adventist circle

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

North American Key Learnings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Science Management and Resource Tool, S.M.A.R.T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

a. Cycle Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

a. Yearly Scheduling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Scott Foresman Science, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

a. Text Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

b. Text Concerns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

c. Program Components Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Appendix A, Key Learnings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Appendix B, S.M.A.R.T. Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

S.M.A.R.T. Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Table of Contents

Copyright North American Division, Seventh-day Adventist church, nadeducation.org, USA (301) 680 6447

ii

Acknowledgments

The following persons served as members of the North American Division Summer WorkshopCommittee for Science Curriculum 1-4, June 17-27, 2002.

Gary Randolph, Co-ChairDirector of EducationLake Union Conference

Patti Revolinski, Co-ChairAssociate Director of EducationNorth Pacific Union Conference

Rosa Daniels

G E Peters SchoolHyattsville, MD 20783

Kim Kaiser

Seventh-day Adventist SchoolSyracuse, NY

Janelle Savatovich

Crawford AcademyWillowdale, ON CANADA

The following persons served as members of the Ohio Conference Workshop Committeeassisting the NAD Science 1-4 Curriculum Summer Workshop, in 2002.

Cindy French, ChairAssociate Superintendent Ohio Conference

Larry Camp, Teacher, Grade 8Spring Valley AcademyDayton, Ohio

Julie Fralich, TeacherColumbus, Ohio

Christina Hutapea, Teacher, Grades 1-8Twin OaksSpringfield, Ohio

Mark Mirek, Teacher, Grades 1-8PiquaPiqua, Ohio

Dawn Trammell, Teacher, Grades 3-4MayfairUniontown, Ohio (Akron)


1

• Rationale

The Seventh-day Adventist educational system has placed emphasis on developing children whoare “thinkers and not mere reflectors of other men’s thoughts”1. Science instruction provides alogical setting for accomplishing this goal. This manual, the Science 1-4 Implementation Guide,is designed to encourage teachers and students to view science instruction as a process rather thana product and to ensure that all students are literate in science.

The Science 1-4 Implementation Guide identifies the essential content and process skills listed inthe North American Division Science Curriculum Guide in two forms. This information isblended in a simple, usable four strand format (Life, Physical, Health and Earth Sciences). Itprovides for the needs of the diverse settings found in our educational system. To implement theEssential Elements listed in the North America Curriculum Guide, two organizational tools havebeen developed.

• North American Division Key Learnings (single grade curriculum topics)

The Key Learnings, Appendix A, were designed to assist teachers in curriculum planning for eachgrade level. Use of the Key Learnings, derived from the North American Division ScienceCurriculum Guide, facilitates educators by succinctly identifying topics for instruction in anygiven year, thus preventing overlap or overlooked topics. The Extended Key Learnings identifyadditional topics which may be introduced at a certain grade level.

The North American Division expresses appreciation to the following educators for their vision,and dedication to the task of compiling the Key Learnings: Ann Campbell, chairperson: PollyannaBarnes, Kimberly Cornette, Martha Havens, and Lolethia Kibble

• Science Management and Resource Tool, S.M.A.R.T.(cycle-based curriculum outline, primarily for multi-grades).

The S.M.A.R.T. organizational manual responds to the needs of teachers who have beenchallenged to teach multi-grades. The North American Division Science Curriculum Guide topicsfor grades 1-4 have been correlated with those of grades 5-8, allowing a teacher with combinedgrades to teach the same topic across levels (grades). This is accomplished by rotatinginstructional topics through a four year cycle. The curriculum maps which outline each cycle arelocated in Appendix B of this document and in the S.M.A.R.T. manual portion of this notebook. Aschedule for implementing the cycles are listed on the next page.

The S.M.A.R.T. manual provides detailed lesson outlines for each instructional topic. Theseoutlines provide objectives, spiritual applications, resources and assessment ideas. Teachers areencouraged to further develop these topics by using a variety of resources and sharing those ideaswith colleagues.

1. Education, Ellen G. White, p. 17.

The recommended text series, Scott Foresman Science 2003, serves this model well because the


2

same topics are taught at each grade level with progressive degrees of difficulty. For example, inCycle I when teaching animals, a teacher could choose to use information from the TE’s in grades1, 2, 3, and 4 to draw materials for lesson plans which would meet the needs of students in each ofthose grades.

Although the development of the S.M.A.R.T. program was primarily for multi-grade classrooms,schools with single grades may find this approach appealing in planning school-wide sciencethemes.

The North American Division expresses appreciation to the following educators for their vision,and dedication to the task of compiling the Science Management And Resource Tool : CindyFrench, Ohio Associate Superintendent of Education; Teachers, Larry Camp, Julie Fralick,Christina Hutapea, Mark Mirek, and Dawn Trammell.

Cycle Chart for S.M.A.R.T.

L=Lower grade cycle U=Upper grade cycle

One grade classroom -

teach same cycle yearly

Grade 1 - Cycle 1LGrade 2 - Cycle 2LGrade 3 - Cycle 3LGrade 4 - Cycle 4L

Grade 5 - Cycle 1UGrade 6 - Cycle 2UGrade 7 - Cycle 3UGrade 8 - Cycle 4U

Two grade classroom -

rotate cycles for twoyears

Grades 1 & 2

Cycles 1L & 2L

Grades 3 & 4

Cycles 3L & 4L

Grades 5 & 6

Cycles 1U & 2U

Grades 7 & 8

Cycles 3U & 4U

Four grade classroom -

rotate cycles for fouryears

Grades 1 - 4

Cycles 1L - 4L

Grades 5 - 8

Cycles 1U - 4U1

Yearly Scheduling Chart

Grade One

Grade

2003 200

4

Two

Grades

200

3

200

4

200

5

200

6

Four

Grades

200

3

200

4

200

5

2006

1 1L 1L 2L 1L 2L 1L 2L 3L 4L 1L

2 2L 2L 2L 1L 2L 1L 2L 3L 4L 1L

3 3L 3L 4L 3L 4L 3L 2L 3L 4L 1L

4 4L 4L 4L 3L 4L 3L 2L 3L 4L 1L

5 1U 1U 2U 1U 2U 1U 2U 3U 4U 1U

6 2U 2U 2U 1U 2U 1U 2U 3U 4U 1U

7 3U 3U 4U 3U 4U 3U 2U 3U 4U 1U

8 4U 4U 4U 3U 4U 3U 2U 3U 4U 1U

• Scott Foresman Science, 2003


3

Scott Foresman Science 2003 has been selected as the basic resource for teaching the curriculum in grades 1-4. In reviewing the materials, the following features have been noted as positive in this series:

• the curriculum is divided into four strands which aligns with the NAD Curriculum Guide• the Teacher Resource Planner is on CD ROM (black-line masters)• the content progresses in difficulty across grades, an asset to multi-grade classrooms. • cross curricular connections are provided• each lesson includes an on-going assessment• two activities/experiments are provided for each lesson• a wide variety of supplemental materials are furnished • multiple intelligent strategies are addressed with student text available on CD• text graphics are realistic and inviting

Scott Foresman Text Review

Components:

Assessment PackageFlip Charts (K-3)Wall Charts (K-2)Literature SelectionsBig Books for K-2Activity videos (1 per unit) Teacher’s Demonstration KitComplete Equipment kits (for 32 students) are available or

kits can be assembled by the teacher using the equipment list from the Lab Manual

Test WorksCD of songs and an activity book for those songs (K-2)Transparencies for major science topics and chapter conceptsDataWonder to organize dataProduction Studio CD-ROMS students use science resources to create their own multimedia presentations that can be

shared with classmates.

Content of Teacher’s Edition:

Teacher Resource Planner is on CD ROMScience Background identifies “misconceptions”Science across culturesCross curricular connectionsActivate Prior Knowledge - keys into prior knowledgeMaterials for developing portfoliosSpotlight on the history of scienceSuggestions for science fairsRubrics are providedField trips and classroom speakers for each chapterIncludes a family activity for each chapterGraphic organizer at beginning of each lessonEvery lesson includes an on-going assessmentTwo Activities/Experiments for each lessonWeb sites includedActivity Question hotline for teacher supportAll materials are available in Spanish

Teaching Strategies:

Multiple intelligences are addressed (gifted/talented, special needs and ESL)Higher order thinking questioning

Content of Text:

Divides curriculum into four strands which aligns with NAD Curriculum Guide Content within strands progresses in difficulty - asset to multi- grade instructionGraphics include nature scenes, children in action

Since the textbooks are produced by secular publishers, some lessons/materials may contain information thatis contrary to the Seventh-day Adventist religious beliefs. Spiritual applications, creation and the Genesisflood, dinosaurs, first aid, family health habits, mental and emotional health are not adequately presented ornot found at all as recommended in the North American Division Science Curriculum Guide.

Scott Foresman Concerns


4

All materials have been reviewed for content in a highly critical manner. Most references to evolutionissues and questionable literature selections are identified below.

References to Evolution in Text Literature Selections

1 Student - page 68, Glossary, millions of years ago ...

TE - page A 16, 2 ½ million years ...

TE - page C 16, Science Background, 200 million years ...

A 23 b, Anno’s Magic Seed

A 19b, Frog & Toad: The Garden

B 26, Three Billy Goats Gruff

B 29a, Magic School Bus: Haunted Mansion

B41b, Emmett’s Snowball

B 51a, Little Foot

B 59a, Whizz! Click!

B 59b, Just a Little Bit

C 5, Lost!

C 11a, Fossils Tell of Long Ago

C 11a, Stories in Stone

C 15b, Magic School Bus: Inside Earth

C 39a, Hurricane

C 51a, Who Gets the Sun Out of Bed?

2 Student - page A 58, 59, millions of years ...

TE - page A 52, Science Background, 200 million years ago ...

A 8, Jack and the Beanstalk

A 17b, Something Is Growing

A 33b, Moonbear’s Pet

A 43a, What Newt Could Do for Turtle

A 43a, Crafty Chameleon

A 47, Digging Up Dinosaurs

A 52b, Dinosaurs Walked Here ...

A 53a, Fossils Tell of Long Ago

A 53a, Dinosaur Bones

A 55, Chato’s Kitchen

B 19b, The Puddle Pail

B 27b, Jonathan Cleaned Up ...

B 27b, Blackberry Subway Jam

B 31b, The Magic School Bus: Baked in a Cake

B 49b, The Magic School Bus: Plays Ball

B 59a, The Magic School Bus: And the Electric Field Trip

C 23b, The Lorax

C 53a, The Barn Dance

C 59a, The Magic School Bus: Lost in the Solar System

D 15b, The Magic School Bus: Inside Your Body

D 25a, Anansi & The Talking Melon

D 39a, Berenstain Bears Go to the Doctor

D 39b, Red Dancing Shoes

D 43a, Magic School Bus: Inside Ralphie

D 43a, Dinosaurs Alive & Well

3 Student - page A 93, wooly mammoth

Student - page C 20, millions of years ...

Student - page C 35, 150 millions of years ago ...

Student - page C 36, lived millions of years ago.

Student - page C 37, millions of years

TE - page C 34, Science Background, over millions of years...

TE - page C 36, Science Background, lived millions of years ago

TE - page C 37, Higher Order Thinking, lived hundreds of millions of

years ago.

B 29d, The Best New Thing

4 Student - page 125, dinosaurs destroyed by an asteroid

TE - page 34, Handbook, over millions of years ...

TE - page 36, Handbook, wooly mammoth..., hundreds of millions of

years

TE - page 37, Handbook, many millions of years ...

B 31d, The Lorax

C 3d, The Magic School Bus: Inside Hurricane

C 93d, Postcards From Pluto

Science/Health Grades 1-4 Upgraded

The Seventh-day Adventist educational system has always placed emphasis on developing children who are “thinkers and not mere


5

reflectors of other men’s thoughts” . Science instruction provides a logical setting for accomplishing this goal. The new approved series

Scott Foresman Science 2003 for grades 1-4 is designed to encourage teachers and students to view science instruction as a process

rather than a product and to ensure that all students are literate in science.

The new series will also be accompanied by a organizational notebook (S.M.A.R.T.) to be used by all multi-grade schools and available

to non-multi-grade use as well. It will provided lesson planning support that allows teachers to plan to follow the textbook, teach units

that follow the NAD Curriculum Guide or maybe some other format that will cover the necessary core curriculum as determined by the

NAD Curriculum Guide.

The textbook series has more than enough support materials to provide the best in instructional opportunities for both student and

teacher. An Implementation Guide found in the notebook from the NAD will assist in implementing the new program with scheduling

charts; areas of concerns about evolution to be prepared to respond to in a positive manner or avoid; and a program component

evaluation chart with prices provided for many commonly used materials.

Information on what the suggested teacher packet will contain and the cost have not been determined as yet but will be forthcoming from

the conference office of education. The component evaluation chart is as follows:.

Scotts Foresman Science 2003 Program Components Evaluation Chart

Components Price* Recommended Helpful Optional

1-2 3-4 1-2 3-4 1-2 3-4

Teacher’s Edition with CD $144.80 X X

TE CD $57.15

Teacher’s Resource Package

Assessment Package

Transparency Package

Instructional Resources

Teacher’s Edition Lab Manuel

Career Poster K-4

$216.10 X X

TE Lab Manual $14.58

Teacher’s Assessment Package $52.75 X

Teacher Demonstration Kits $173-289 X X

Interactive Transparency Package $120.05 X X

Student Edition - Textbook

Single Unit Module Grades 3 & 4

$ 34-40

$ 15.50

X

Student Lab Manual $6.30+ X

Literature Library K-3 $116 X

Flip Chart (K-3) $323-$479 X X

Big Book (K-3) (Not student text) $152 X

Wall Chart (K-3) $90.00 X

Classroom Activity Kits $626-965 X X

Activity Videotapes $76-109 X X

Practice and Assessment CD-ROM $42.90

Classroom Audiotapes (K-3) $41 X X

Scott Foresman Science Web Site

www.sfscience.com

FREE

*Prices listed are those found in the 2003 Scott Foresman catalogue. (scottforesman.com)


6

Appendix A

Key Learnings

Physical Life Earth Health

K Simple

Measurement

Observation

Light/Colors

Worms/Insects/Spiders Air

Land

Water

Ecology

Seasons

Home/School Safety

1 Electricity/Magnetism

Force/Motion

Gravity

Energy/Work

Simple Machines

Plants/Animals

Biomes/Habitats

Life Cycles

Characteristics

Classification

Senses

Solar System

Sun

Earth

Moon

Seasons

Teeth, Eyes, Ears, Skin

Care

Basic Structure

2 Matter

Changes

States

Energy Waves

Heat

Amphibians/Reptiles

Insects

Human Body Systems

Geology

Earth’s Structure

Dinosaurs/Fossils

Natural Resources

Ecology

Home/ Community Safety

Emotions


Force/Motion

Friction

Gravity

Inertia

Birds

Mammals

Classification

Meteorology

Atmosphere

Water Cycle

Seasons

Weather Elements

Space Exploration

Nutrition

Family Health Habits

Consumer Health

4 Atomic Structure/Matter Plants

Classification

Growth

Photosynthesis

Reproduction

Structure/Function

Environmental Use

Conservation/Ecology

Pollution

Disease Prevention

First Aid

Community Health

5 Energy Waves

Electromagnetic Spectrum

Heat

Light

Mirrors/Lenses

Sound

Waves

Cells

Classification/Behavior

Fish

Oceanography

Meteorology

Air Pressure

Climate

Earth’s Atmosphere

Water Cycle

Weather Elements

Reproductive System

Human Sexuality

Mental/Emotional Health

6 Electricity

Magnetism

Human Body Systems Geology Drug Effects

Decision Making

Nutrition

7 Force/Motion

Energy/Work

Cell Theory

Genetics

Simple Animals

Astronomy Sexuality

Transmission of Diseases

8 Chemistry Creation/Evolution

Plant Processes

Ecology

Natural Resources

Interrelationships of Organisms

Health Risks

Community Health


7

Extended Key Learnings

Physical Life Earth Health

K Simple

Measurement

Observation

Light/Colors

*Senses (1)

Worms/Insects/Spiders

*Mammals (3)

*Human Body Systems(2, 6)

*Plants (4, 8)

Air

Land

Water

Ecology

Seasons

*Solar System (1,7)

Home/School Safety

*Nutrition (3, 6)

*Drug Effects (6)


Force/Motion

Gravity

Energy/Work

Simple Machines

Plants/Animals

Biomes/Habitats

Life Cycles

Characteristics

Classification

Senses

Solar System

Sun

Earth

Moon

Seasons

*Ecology (2, 4, 8)

*Meteorology (3, 5)

Teeth, Eyes, Ears, Skin

Care

Basic Structure

*Drugs (6)

*Nutrition (3, 6)

*Safety (2)

2 Matter

Changes

States

Energy Waves

Heat

Amphibians/Reptiles

Insects

Human Body Systems

*Birds (3)

*Mammals (3)

*Plant Classification (4)

Geology

Earth’s Structure

Dinosaurs/Fossils

Natural Resources

Ecology

*Climate (3,5)

Home/ Community Safety

Emotions

*Disease (4, 7)

*Nutrition (3, 6)


Force/Motion

Friction

Gravity

Inertia

Birds

Mammals

Classification

*Biomes/Habitats (1)

*Amphibians (2)

*Fish (5)

*Insects (K, 2)

*Reptiles (2)

Meteorology

Atmosphere

Water Cycle

Seasons

Weather Elements

Space Exploration

Nutrition

Family Health Habits

Consumer Health

*Mental/Emotional Health

(2, 5)

4 Atomic Structure/Matter

*Energy Waves

Heat (2, 5)

Light (K, 5)

Sound (5)

Plants

Classification

Growth

Photosynthesis

Reproduction

Structure/Function

Environmental Use

Conservation/Ecology

Pollution

*Geology (2, 6)

Disease Prevention

First Aid

Community Health

5 Energy Waves

Electromagnetic Spectrum

Heat

Light

Mirrors/Lenses

Sound

Waves

Cells

Classification/Behavior

Fish

*Reptiles (2)

*Amphibians (2)

*Birds (K, 3)

*Mammals (3)

*Dinosaurs (2, 6, 8)

Oceanography

Meteorology

Air Pressure

Climate

Earth’s Atmosphere

Water Cycle

Weather Elements

Reproductive System

Human Sexuality


6 Electricity

Magnetism

Human Body Systems Geology Drug Effects

Decision Making

Nutrition

*Safety (2)

*First Aid (4)

7 Force/Motion

Energy/Work

Cell Theory

Genetics

Simple Animals

Astronomy Sexuality

Transmission of Diseases

8 Chemistry Creation/Evolution

Plant Processes

*Plants (4)

*Animal Behavior (5)

Ecology

Natural Resources

Interrelationships of Organisms

Health Risks

Community Health

*These topics may be introduced at this grade level. However, they taught in depth at the grade level indicated by the parentheses.


8

Appendix B

S.M.A.R.T. SCIENCE CURRICULUM MAP: Grades 1-4

Cycle 1 Lower Cycle 2 Lower Cycle 3 Lower Cycle 4 Lower

1st Qtr

Life

Animals

Characteristics

Classification

Fish

Birds

Reptiles & Amphibians

Mammals

Life Science Scope & Careers

Human Body

Organization

Sense Organs

Teeth, Skeletal/Muscular

System

Respiratory/Circulatory

System

Immune System


Animals

Classification

Growth/Development/

Behavior

Organisms

Invertebrates & Worms

Insects/Anthropoids

Arachnids

Genetics

Inheritance


Plants

Classification

Structure & Function

Growth/Life Cycle

Photosynthesis

Reproduction

Importance

Algae/Fungi


2nd Qtr

Health


Decision Making

Self Concept

Emotions

Family/Social Health

Family Living

Family Structure

Relationships

Health Science Scope &

Careers

Human Body

Digestive/Excretory System

Nutrition

Nutrients

Food Pyramid

Dietary Guidelines

Safety/First Aid

Accidents

First Aid

Natural Disasters

Public Safety

Recreational Safety

Health Science Scope & Careers

Drugs

Decision Making

Inhalants/Alcohol/Nicotine

Drugs/Effects

Medicines

Health Principles

Biblical Principles

Natural Laws

Human Sexuality


Consumer Health

Health Care

Preventative/Curative

Community Health

Education & Resources

Diseases

Communicable Diseases &

Immune System

Disease Transmission

Health Science Scope &

Careers

3rd Qtr

Physical

Heat

Energy/Waves

Sound

Light

Colors/Mirrors/Lenses

Physical Science Scope &

Careers

Magnetism

Electricity

General Information

Static Electricity

Current Electricity


Careers

Force

Friction/Gravity/Inertia

Motion

Physical Science Scope & Careers

Chemistry

Matter

Atomic Structure

Mixtures & Compounds

Energy/Work

Basic Energy

Potential/Kinetic Energy

Simple Machines

Work/Power


Careers

4th Qtr

Earth

Meteorology

General Information

Weather Elements

General Information

Climate

Seasons

Atmosphere

Water (Hydrologic) Cycle

Weather Effects

Earth Science Scope & Careers

Geology

Earth’s Features

Genesis Flood

Earthquakes & Volcanoes

Minerals/Rocks

Erosion

Weathering


Origin of Universe

Astronomy

History

Space Exploration

Solar System

General Information

Sun/Stars

Moon

Asteroids, Meteoroids &

Comets

The Universe

Constellations


Creation & Evolution

Geology

Fossils

Dinosaurs

Ecology

General Information

Communities/Populations

Food Chain

Natural Resources

Environmental Issues

Earth Science Scope &

Careers


9

S.M.A.R.T. SCIENCE CURRICULUM MAP: Grades 5-8

Cycle 1 Upper Cycle 2 Upper Cycle 3 Upper Cycle 4 Upper

1st Qtr

Life

Living Things Characteristics ClassificationAnimals Fish Birds Reptiles & Amphibians Mammals Animal BehaviorLife Science Scope & Careers

Cells General Information Cell Theory & Characteristics Structure Cytoplasm & Nucleus/DNA Relationship to Chemistry ProcessesHuman Body Organization Sense Organs Skeletal, Muscular &Integumentary Systems Respiratory & Circulatory Systems Nervous SystemLife Science Scope & Careers

Simple Animals Invertebrates Sponges, Cnidarians & Worms Mollusks & EchinodermsArthropods General Characteristics Insects & Arachnids Centipedes/Millipedes & CrustaceansMonerans (Bacteria)Protista General Information Algae & ProtozoansFungiViruses General Information HIV/AIDSGenetics Nucleus & Genetic Engineering InheritanceLife Science Scope & Careers

Plants Classification Structure & Function Processes Photosynthesis, Respiration & Transportation Reproduction ResponsesEcology Earth’s Environment & ResourcesLife Science Scope & Careers

2nd QtrHealth

Personal Mental Health Personality Self-concept Emotional HealthInterpersonal Mental Health Relationships Child AbuseHuman Sexuality Development Conception to Birth Puberty Reproduction Reproductive System

Sexual Behavior Health Science Scope &Careers

Human Body Digestive System Excretory SystemNutrition Nutrients Food Pyramid & DietaryGuidelinesWeight Issues Body Composition, Weight/ Calories/Metabolism & Eating DisordersSafety/First AidAccidentsNatural DisastersHealth Science Scope & Careers

Drugs General Information Effects Decision MakingHuman Sexuality Sexual Feelings God’s Plan & Sexual Issues Sexual BehaviorHealth Science Scope & Careers

Consumer Health Preventative/Curative Health CareCommunity Health Education & ResourcesTeen Health Risks Risk Factors & ChallengesDiseases Communicable Diseases Immune System Disease Transmission STD’s & HIV/AIDSHealth Science Scope & Careers

3rd QtrPhysical

HeatEnergy/Waves General Information Electromagnetic SpectrumSoundLight General Information Colors Mirrors/Lenses/LasersPhysical Science Scope & Careers

MagnetismElectricity Static & Current Electricity Safety, Generation & Measurement Applications Circuits, Cells/Batteries & ElectronicsPhysical Science Scope & Careers

Force Mass/Weight Basic Force Elastic, Nuclear & Electric/ Magnetic ForceFrictionGravityMotion Basic Motion Laws of MotionPhysical Science Scope &Careers

Chemistry Matter Atomic Structure Atomic Nucleus Mixtures Compounds Chemical Reactions Acids/BasesEnergy Forms Potential/Kinetic EnergyWork & Machines Work/Power, Machines & Mechanical AdvantagePhysical Science Scope &Careers

4th QtrEarth

Meteorology Weather & Climate General Information Weather Elements Climate Atmosphere General Information Air Pressure Water (Hydrologic) CycleOceanography World Ocean, Sea Floor Environments Life Resources, Seawater Tides/Currents/WavesEarth Science Scope &Careers

Geology Earth’s Features Genesis Flood & Ice Age Tectonics, Earthquakes & Volcanoes Minerals/Rocks Erosion & WeatheringEarth Science Scope & Careers

Origin of UniverseAstronomy Introduction History & SpaceExploration Telescopes & Electromagnetic Radiation Solar System General Information Sun, Moon Planets Asteroids, Meteoroids & Comets The Universe Light Year & Magnitude Stars, Constellations, GalaxiesEarth Science Scope & Careers

Creation EvolutionEarth’s AgeFossil Record Geologic Column, Fossils & DinosaursEcology General Information Communities/Populations Food Chains Natural Resources Enviromental IssuesEarth Science Scope & Careers


Cycle 1

Cycle 1, Grades 1-4 Pacing* Cycle 1, Grades 5-8 Pacing*

Living Things

Characteristics 5 days

Living Things


Classification 2 days Classification 3 days

Animals

Fish 2 days

Birds 2 days

Animals

Fish

Birds

2 days

2 days

Reptiles/Amphibians 2 days Reptiles & Amphibians 3 days

Mammals 2 days Mammals 2 days

1 day Animal Behavior 2 days

Life Science Scope & Careers 1 day

17 Total

1st Qtr

Life Science


16 Total


Decision Making 4 days

Personal Mental Health

Personality 1 day

Self Concept 1 day Self-concept 1 day

Emotions 3 days Emotional Health 2 days


Family Living 3 days

Interpersonal Mental Health

Relationships 2 days

Family Structure 2 days Child Abuse 1 day


1 day

Human Sexuality

Development

Conception to Birth 2 days

Puberty 2 days

Reproduction

Reproductive System 3 days

Sexual Behavior 2 days

1 day

2nd Qtr

Health

Science


16 Total


17 Total

Heat 3 days Heat 2 days

Energy/Waves 2 days

Sound 5 days

Energy/Waves

General Information 3 days

Electromagnetic Spectrum 1 day Light

Colors/Mirrors/Lenses 5 days Sound 3 days

1 day Light


Colors 2 days

Mirrors/Lenses/Lasers 3 days

1 day

3rd Qtr

Physical

Science


16 Total


17 Total

Meteorology


Meteorology

Weather & Climate

General Information 1 day Weather Elements

General Information 2 days Weather Elements 2 days

Climate 4 days Climate 2 days

Seasons 2 days

Atmosphere 1 day

Atmosphere

General Information 1 day

Water (Hydrologic) Cycle 1 day Air Pressure 1 day

Weather Effects 2 days Water (Hydrologic) Cycle 2 days

1 day Oceanography

World Ocean 1 day

Sea Floor 1 day

Environments 1 day

Life 1 day

Resources 1 day

Seawater 1 day

Tides/Currents/Waves 1 day

1 day

4th Qtr

Earth

Science


16 Total


17 Total

* Note: The pacing is based on one hour per day.


LIFE SCIENCE

Cycle: 1 Lower

TOPIC: Living Things Pacing: 5 days Characteristics

1 of 7

OBJECTIVES:

1. Understand God made living things to grow and change

2. Understand animals are born live or hatch from eggs

3. Understand animals grow to be like their parents

4. Describe the life cycle of animals 5. Define the movements of various animals 6. Identify various body coverings of animals 7. Create and follow a simple procedure to

classify animals

SPIRITUAL APPLICATIONS:

1. My Bible Friends, Vol. 5,the story of Jabel the Shepherd

2. God created independence among creatures at the time of creation.

3. Genesis 1:24-26; 7:14 4. Mark 4:26-33 5. Ezekiel 47:10

ASSESSMENT/INSTRUCTIONAL IDEAS:

1. Set up and observe a habitat. 2. Draw a life cycle of an animal. 3. List characteristics of different types of

animals. 4. Compare and contrast various body

coverings of animals. 5. Observe a wing or tail feather under a

hand lens. Make a drawing of what you see. Label the parts of a feather.

6. Move like an animal (see Scott Foresman Science, Gr. 1, p. A33).

7. Make an animal mask (see Scott Foresman Science, Gr. 2, p. A43b).

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit A, Ch. 2 – Gr. 2, Unit A, Ch. 2 – Gr. 3, Unit A, Ch. 2 – Gr. 4, Unit A, Ch. 2


LIFE SCIENCE

Cycle: 1 Lower

TOPIC: Living Things Pacing: 2 days Classification

2 of 7

OBJECTIVES:

1. Describe traits common to all animals 2. List two main animal groups 3. Define backbone 4. Identify animals without backbone


1. Leviticus 3:9


1. Raise one arm and try to reach as far down the center of your back as you can. Now slowly run your fingers up your back until you reach your neck. Feel for “knobs” sticking out along the way. These are the separate bones of the backbone.

2. Collect pictures of animals and display them under the titles: “Animals With Backbones” and “Animals Without Backbones.”

3. Create a simple procedure to classify animals. Have a classmate apply the procedure to classify a given number of animals.

RESOURCES:



LIFE SCIENCE

Cycle: 1 Lower

TOPIC: Animals Pacing: 2 days Fish

3 of 7

OBJECTIVES:

1. Identify the important characteristics of fish 2. Describe the life cycle of a fish 3. Describe the role of plants and animals in

the food chain in underwater environments


1. Ezekiel 29:4-5; 47:9 2. Numbers 11:5 3. Matthew 14:13-21


1. Draw and label the lifecycle of a fish. 2. Make a chart to record the

observations. Put a fish in a jar and count the number of times the gill flaps open and close per minute. Add a few pieces of ice into the water to lower the temperature 5-10

o F. Wait a few

minutes and count the number of times the flaps open and close per minute. Compare the two data and discuss with another group.

3. Make a class bulletin board of fish reports and pictures.

4. Create the life cycle of a frog out of clay.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit A, Ch. 2 – Gr. 2, Unit A, Ch. 2 – Gr. 3, Unit A, Ch. 2, 3 – Gr. 4, Unit A, Ch. 2-4


LIFE SCIENCE

Cycle: 1 Lower

TOPIC: Animals Pacing: 2 days Birds

4 of 7

OBJECTIVES:

1. Identify common birds 2. Understand the relationship of instinct to

migration 3. Describe characteristics of birds that affect

the way they live


1. Isaiah 40:31 2. Luke 9:58 3. Genesis 8:6-12 4. Matthew 3:16 5. Matthew 10:29-31


1. Hang some bird feeders in an area where there is little or no traffic. Fill each feeder with the same number of seeds, e.g., peanuts, millet, thistle, and sunflower. (One type of seed in each feeder.) Observe and record number and kinds of birds that visit the feeders.After a few days, count the seed eaten from each feeder. Record and make an analysis

2. Complete “Feathered Friends Activity” (see Scott Foresman Science, Gr. 3, p. A27c).

3. Complete “Hummingbird/Math Activity” (see Scott Foresman Science, Gr. 4,p. A51).

4. Research three types of birds’ wings. List shape and uses.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit A, Ch. 2, 3 – Gr. 2, Unit A, Ch. 2 – Gr. 3, Unit A, Ch. 2 – Gr. 4, Unit A, Ch. 2


LIFE SCIENCE

Cycle: 1 Lower

TOPIC: Animals Pacing: 2 days Reptiles/Amphibians

5 of 7

OBJECTIVES:

Amphibians1. Describe characteristics of amphibians 2. Describe the life cycle of amphibians 3. Explain how amphibians adapt to the

environment Reptiles1. Describe characteristics of reptiles 2. Describe differences between amphibians

and reptiles 3. Explain how reptiles adapt to the

environment


1. Genesis 3:1 2. Psalm 58:4 3. Amos 5:19 4. Revelation 20:2


1. Choose an amphibian or reptile. Research it and write a report or draw a picture.

2. Create a list of amphibians and reptiles. Compare and contrast the two lists.

3. Draw and label the life cycle of an amphibian or reptile.

4. Complete “Exploring Eggs” (see Scott Foresman Science, Gr. 3, p. A30).

RESOURCES:

1. Scott Foresman Science– Gr. 2, Unit A, Ch. 2 – Gr. 3, Unit A, Ch. 2 – Gr. 4, Unit A, Ch. 2


LIFE SCIENCE

Cycle: 1 Lower

TOPIC: Animals Pacing: 2 days Mammals

6 of 7

OBJECTIVES:

1. Identify characteristics of mammals 2. Describe how mammals are classified 3. Describe the way a mammal’s life pattern

suits its needs 4. Understand the uniqueness of humans

compared to other mammals


1. Genesis 1:26-27; 2:18-23; 4:1; 42:30 2. Leviticus 27:19-21 3. Counsels to Parents, Teachers, and

Students – p. 33


1. Create a class chart of the characteristics of mammals.

2. Research the three types of mammals: placental, marsupial, and monotremes. Chart the differences between the three groups.

3. Do a written or oral report on a mammal.

4. Draw a picture of a mammal.

RESOURCES:

1. Scott Foresman Science– Gr. 2, Unit A, Ch. 2 – Gr. 3, Unit A, Ch. 2 – Gr. 4, Unit A, Ch. 2


LIFE SCIENCE

Cycle: 1 Lower

TOPIC: Scope & Careers Pacing: 1 day

7 of 7

OBJECTIVES:

1. List life science careers 2. Provide opportunity for exposure to careers

in the biological sciences


1. Genesis 13 2. Matthew 4:18-20 3. Psalm 78:70-72


1. Visit a zoo. Talk to the animal caretakers.

2. Visit a veterinarian office.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See Discover God’s World, p. 156


HEALTH SCIENCE

Cycle: 1 Lower

TOPIC: Mental/Emotional Health Pacing: 4 days Decision Making

1 of 7

OBJECTIVES:

1. Describe the decision making process 2. Explain how one uses the power of reason 3. Understand the importance of making

appropriate decisions 4. Define values 5. Identify important personal values


1. Genesis 12:3; 28:14 2. Daniel 7:6 3. Matthew 10:29-31 4. Luke 3:23-38; 12:6-7 5. 1 Corinthians 1:1-2; 9:1 6. Zechariah 14:17 7. Temperance – p. 269


1. Create a family tree. 2. Make a poster entitled “I Am Special.”

Draw pictures and write a description about how each person is special in God’s sight.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See Habits and Habitats “Tools for Making Decisions,” p. 189


HEALTH SCIENCE

Cycle: 1 Lower

TOPIC: Mental/Emotional Health Pacing: 1 day Self-Concept

2 of 7

OBJECTIVES:

1. Recognize one’s significance as a unique individual

2. Understand that God’s love is unconditional 3. Identify personal strengths and weaknesses


1. Genesis 5:3-5 2. Psalm 128:1-6 3. Matthew 12:46-50 4. Mark 3:31-35 5. Ephesians 6:1-4 6. I Timothy 5:1-8 7. The Desire of Ages – p. 326 8. Child Guidance – p. 518-521 9. Counsels to Parents, Teachers and

Students – p. 110


1. Make a display of the responsibilities of each member of the family. Write about how each member is a part of the whole.

2. Research family members who were brought to know the Lord. Give an oral report in class or church.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See “Spiritual Applications” box.


HEALTH SCIENCE

Cycle: 1 Lower

TOPIC: Mental/Emotional Health Pacing: 3 days Emotions

3 of 7

OBJECTIVES:

1. Define emotion 2. Identify appropriate ways of controlling

emotions 3. Understand that God makes provision for

our emotional needs


1. Thoughts from Mount of Blessings – p.64

2. The Desire of Ages – p. 675; 753-754 3. Selected Messages, Vol. 1 – p. 156 4. Testimonies, Vol. 5 – p. 740 5. Education – p. 103


1. Discuss and chart different emotions. 2. Role-play different situations when an

emotion is not under control. Next, role-play or discuss how the situation could have been different if your emotions were under control.

3. Learn the song “Family of God”. 4. Work together as a class on an art

project to show what heaven will look like. Use Ellen G. White’s writings.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives.

2. The Young PeacemakerPeacemaker Ministries 1537 Ave. D., Suite 352 Billings, MT 59101 (406) 256-1583


HEALTH SCIENCE

Cycle: 1 Lower

TOPIC: Family/Social Health Pacing: 3 days Family Living

4 of 7

OBJECTIVES:

1. Define genealogy 2. Define maternal and paternal 3. Explain habits and practices that affect

family health 4. Identify different types of family units 5. Describe the changes in children as they

mature6. Explain the role of the family in providing

mutual support for family members 7. Identify areas of stress in family life 8. Understand God’s perfect plan for family

living9. Explain the appropriate ways to handle

disagreement 10. Understand that each person is special in

God’s sight


1. I Peter 2:9-10 2. Genesis 1:26-31; 11:4 3. Judges 3:15-30 4. Matthew 10:29-31 5. Testimonies

– Vol. 3 - p. 500 – Vol. 5 - p. 45


1. Invite a police officer or pharmacist to talk about the effects of drugs on the body, and reasons to say “no” to drug use.

RESOURCES:

1. Scott Foresman Science– Gr. 4, Unit D, Ch. 2

2. Rockets and Raisins, Part 2: Family Health – p. 207


HEALTH SCIENCE

Cycle: 1 Lower

TOPIC: Family/Social Health Pacing: 2 days Family Structure

5 of 7

OBJECTIVES:

1. Understand that God loves every person 2. Understand that as part of God’s family we

received eternal life 3. Understand the role of family members 4. Understand there are variations in the family

structure 5. Understand the changing role of children as

they mature


1. Genesis 4:2-12; 25:27-34 2. Deuteronomy 9:5-6 3. John 13:3 4. Matthew 10:29-31 5. Luke 15:11-32 6. Ephesians 3:14-19


1. Make an “All About Me” poster. Display the posters in the hallway or classroom.

2. Chart personal strengths of each class member. Discuss how each affects the class as a whole.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See Rockets and Raisins, Part 2: Family Health, p. 207


HEALTH SCIENCE

Cycle: 1 Lower

TOPIC: Family/Social Health Pacing: 2 days Relationships

6 of 7

OBJECTIVES:

1. Explain God’s plan for family units 2. Explain how God’s plan prepares families for

heaven


1. Genesis 42:8-9 2. Psalm 27:9; 66:8-12; 145:8 3. Proverbs 15:1 4. Ecclesiastes 11:7-10 5. Isaiah 35:8-10


1. Learn the song “Family of God.” 2. Work together as a class on an art

project to show what heaven will look like. Use Ellen G. White’s writings.

RESOURCES:



HEALTH SCIENCE

Cycle: 1 Lower


7 of 7

OBJECTIVES:

1. List health careers 2. Provide opportunity for exposure to careers

in the health sciences


1. Messages to Young People – p. 72 2. Christ’s Object Lessons – p. 383 3. Testimonies, Vol. 4 – p. 67 4. Medical Ministry – p. 241 5. Ministry of Healing – p. 148


1. Invite the pastor to talk about his role in the community and in our families.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See Discover God’s World, p. 242.


PHYSICAL SCIENCE

Cycle: 1 Lower

TOPIC: Heat Pacing: 3 days

1 of 5

OBJECTIVES:

1. Define heat 2. Describe how heat affects matter 3. Describe how heat is conducted 4. Define conduction 5. Define convection 6. Define radiation 7. Explain how heat is essential to everyday life


1. Isaiah 4:5-6 2. Ezekiel 3:12-15 3. Acts 28:1-3 4. II Peter 3:10-13 5. Revelation 16:8-9 6. Medical Ministry – p. 95-102


1. Describe or draw the change in water when it is heated or cooled.

2. Explain why wearing gloves keep your hands warm in cold weather.

3. Cut out magazine pictures of things that give off heat.

4. Discuss, chart, or draw things you would find in your home that give off heat.

5. How fast can you melt an ice cube? (see Scott Foresman Science, Gr. 2, p. B18-19.)

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit B, Ch. 2 – Gr. 2, Unit B, Ch. 1, 2 – Gr. 3, Unit B, Ch. 3 – Gr. 4, Unit B, Ch. 1


PHYSICAL SCIENCE

Cycle: 1 Lower

TOPIC: Energy/Waves Pacing: 2 days

2 of 5

OBJECTIVES:

1. Define energy 2. Define a wave 3. Describe the features of waves 4. Distinguish between wavelength, amplitude,

and frequency


1. Job 9:4-12 2. Isaiah 48:17-19 3. Luke 21


1. Make a chart listing the ways people use energy waves.

2. Cut out magazine pictures of people using different energy waves.

RESOURCES:

1. Scott Foresman Science– Gr. 3, Unit B, Ch. 3 – Gr. 4, Unit B, Ch. 4


PHYSICAL SCIENCE

Cycle: 1 Lower

TOPIC: Sound Pacing: 5 days

3 of 5

OBJECTIVES:

1. Explain how human vocal cords produce sound

2. Describe how various musical instruments produce sound

3. Identify examples of each group of instruments

4. Explain the difference between music and noise

5. Describe sources of noise pollution 6. Explain how sound can damage the human

ear7. Identify ways to prevent hearing loss 8. Analyze how the type of materials through

which sound travels affect speed


1. Exodus 15:1 2. Judges 5:3 3. Psalm 89:1 4. Isaiah 23:16, 29:13 5. I Corinthians 14:15


1. List musical instruments that produce high pitch and those that produce low pitch sound.

2. Explain how people make sounds when they speak.

3. Create a musical instrument. 4. Sit quietly for a few minutes. Write

about the sounds you heard, or classify them as loud sounds or soft sounds.

5. Imagine you are an animal that is able to hear sounds that humans cannot. Write a story describing your experience during one afternoon.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit B, Ch. 2 – Gr. 2, Unit B, Ch. 2 – Gr. 3, Unit B, Ch. 4 – Gr. 4, Unit B, Ch. 4


PHYSICAL SCIENCE

Cycle: 1 Lower

TOPIC: Light Pacing: 5 days Colors/Mirrors/Lenses

4 of 5

OBJECTIVES:

1. Identify the speed of light 2. Identify ways mirrors and lenses affect light 3. Describe the visible spectrum 4. Explain how light absorption affects the color

of objects 5. Explain how a prism breaks white light into

different colors 6. Identify the primary color of paint and of light7. Explain how a laser works 8. Identify uses of lasers 9. Explain how a sound wave is different from a

light wave


1. Genesis 1:3-5 2. Job 29:1-6 3. Psalm 43: 3-5; 97:10-12; 119:105


1. Separate white light into its component colors (see Scott Foresman Science,“Inquiry Activity”, Gr. 4, p. B94).

2. Write a story about how your life was affected by light.

3. Observe how light behaves when it hits different materials. Shine a flashlight through different types of paper and plastic.

4. Observe the shape of a hand lens. Use the lens to look at a page in a book and observe how the lens affects the size of the image you see.

RESOURCES:

1. Scott Foresman Science– Gr. 2, Unit B, Ch. 2 – Gr. 3, Unit B, Ch. 3 – Gr. 4, Unit B, Ch. 4


PHYSICAL SCIENCE

Cycle: 1 Lower


5 of 5

OBJECTIVES:

1. List physical science careers 2. Provide opportunity for exposure to

careers in the physical sciences


1. II Kings 2:21 2. Exodus 3:2


1. Invite a nurse into your classroom to check student’s ears and discuss ways to prevent hearing loss.

2. Visit a photo studio. Discuss how light affects photographs.

RESOURCES:



EARTH SCIENCE

Cycle: 1 Lower

TOPIC: Meteorology Pacing: 3 days General Information

1 of 8

OBJECTIVES:

1. Define meteorology 2. Explain the difference between short-range

and long-range weather reports 3. Explain the basic weather symbols 4. Explain the purpose and use of basic

weather instruments


1. Genesis 1:14 2. Matthew 16:2-3 3. Leviticus 26:3-4 4. Ecclesiastes 3:1-8 5. Daniel 2:20-21 6. Psalm 104:19-20


1. Identify evidence and show examples of changes in the earth’s atmosphere.

2. Create a chart to describe and record weather for a week.

3. Write a weather report and draw a picture of what to wear outside for each season.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit C, Ch. 2 – Gr. 2, Unit C, Ch. 2 – Gr. 3, Unit C, Ch. 4 – Gr. 4, Unit C, Ch. 1


EARTH SCIENCE

Cycle: 1 Lower

TOPIC: Meteorology Pacing: 2 day Weather Elements: General Information

2 of 8

OBJECTIVES:

1. Identify the elements of weather 2. Describe air pressure 3. Explain the effect of air pressure on weather4. Explain changes in air temperatures 5. Explain the cause of wind 6. Define humidity 7. Describe four forms of precipitation 8. Describe three forms of condensation 9. Describe dew point 10. Explain effects of temperature and humidity

on dew point.


1. Judges 6:36-40 2. Amos 2:13-16 3. Exodus 10:13, 19; 16:11-15 4. Proverbs 25:23


1. Make an anemometer (see Scott Foresman Science, Gr. 2, p. C29).

2. Learn that air contains water (see Scott Foresman Science, Gr. 2, p. C40-41).

3. Obtain or create a rain gauge. Keep a daily record of precipitation by drawing a bar graph.

4. Investigate air pressure and weather (see Scott Foresman Science, Gr. 4, p. C24-25).

RESOURCES:



EARTH SCIENCE

Cycle: 1 Lower

TOPIC: Meteorology Pacing: 4 days Weather Elements: Climate

3 of 8

OBJECTIVES:

1. Explain how mountains affect climate 2. Explain how oceans and large bodies of

water affect climate 3. Explain how plains affect climate


1. I Kings 19:11 2. Job 24:8 3. Psalm 36:6; 66:6; 104:6-13


1. Place a pan of water and a pan of sand under a heat lamp. Touch the sand and water and discuss which is warmer and why.

2. Place a thermometer under each: white construction paper and black construction paper. Place them in a windowsill. Discuss how the color of an object affects the amount of light energy it absorbs.

RESOURCES:



EARTH SCIENCE

Cycle: 1 Lower

TOPIC: Meteorology Pacing: 2 days Weather Elements: Seasons

4 of 8

OBJECTIVES:

1. Explain the change of seasons 2. Describe why the Earth is unequally heated 3. Compare and contrast the seasons


1. Genesis 8:22


1. Collect pictures that show different seasons of the year. Use these pictures to make a weather collage. Display the collage on a bulletin board. Ask students to describe the atmospheric conditions that would lead to each season.

2. Draw and label a diagram of the position of the earth and sun for each season.

RESOURCES:



EARTH SCIENCE

Cycle: 1 Lower

TOPIC: Meteorology Pacing: 1 day Atmosphere

5 of 8

OBJECTIVES:

1. Explain what causes precipitation 2. Understand clouds are composed of water

droplets 3. Identify different types of clouds 4. Recognize the importance of clouds in

weather 5. Identify evidence and show examples of

changes in the earth’s atmosphere


1. Judges 5:4 2. II Samuel 22:12


1. Demonstrate how a cloud is formed (see Scott Foresman Science, Gr. 1, p. C36).

2. Go outside and observe clouds. Glue cotton wool on cardboard to show the different cloud formations. Identify each.

3. Keep track of weather elements for a period of time and show changes in the earth’s atmosphere due to those elements.

RESOURCES:



EARTH SCIENCE

Cycle: 1 Lower

TOPIC: Meteorology Pacing: 1 day Water (Hydrologic) Cycle

6 of 8

OBJECTIVES:

1. Describe water cycle 2. Describe cloud formation 3. Explain the importance of the water cycle in

the environment


1. Psalm 42:2; 63:1 2. Isaiah 48:21


1. Demonstrate how a cloud is formed (see Scott Foresman Science, Gr. 1, p. C36; Gr. 3, p. C86).

2. Observe the water cycle (see Scott Foresman Science, Gr. 2 p. C39).

3. Investigate the different kinds of clouds and weather associated with them (see Scott Foresman Science, Gr. 3, p. C92).

4. Keep a mirror in a cool place. Blow on the mirror. Discuss how air containing water vapor can cool and produce water drops through condensation.

RESOURCES:



EARTH SCIENCE

Cycle: 1 Lower

TOPIC: Meteorology Pacing: 2 days Weather Effects

7 of 8

OBJECTIVES:

1. Explain effects of weather on everyday life 2. Describe safe practices during storms


1. Psalm 55:8 2. Isaiah 28:2 3. Ezekiel 38:9 4. Mark 4:41


1. Draw yourself doing an outdoor activity, in a specific season. Draw the clothing you would wear. Classify pictures into groups of four seasons.

2. Practice school emergency procedures for storms.

3. Make minibooks on safety in severe weather.

4. Make a tornado in a bottle.

RESOURCES:



EARTH SCIENCE

Cycle: 1 Lower


8 of 8

OBJECTIVES:

1. List earth science careers 2. Provide opportunity for exposure to careers

in the earth sciences


1. God is in control. He directs, preserves, and maintains His created order. Job 37:1-13

2. Matthew 24:29-35 3. Luke 21:25-33


1. Visit a radio station or a television studio to observe a weather report.

2. Invite a meteorologist to speak to your class.

3. Set up a make believe studio and have students give a weather report.

RESOURCES:



Cycle 2


Human Body

Organization 2 days

Sense Organs 3 days

Cells

General Information

Cell Theory & Characteristics 1 day

Teeth, Skeletal/Muscular System 5 days

Respiratory/Circulatory System 4 days

Structure

Cytoplasm & Nucleus/DNA 2 days

Immune System 1 day Relationship to Chemistry 1 day

1 day Processes 3 days

Human body

Organization 1 day

Sense Organs 2 days

Skeletal, Muscular & Integumentary Systems 2 days

Respiratory & Circulatory Systems 2 days

Nervous System 2 days

1 day

1st Qtr

Life

Science


16 Total


17 Total

Human Body

Digestive/Excretory System 2 days

Human Body

Digestive System 2 days

Excretory System 1 day Nutrition

Nutrients 2 days

Food Pyramid 2 days

Nutrition

Nutrients 2 days

Dietary Guidelines 1 day Food Pyramid & Dietary Guidelines 3 days

Safety/First Aid

Accidents 2 days

First Aid 2 days

Weight Issues

Body Composition, Weight/Calories/Metabolism & Eating

Disorders 3 days

Natural Disasters 1 day Safety/First Aid 3 days

Public Safety 2 days Accidents 1 day

Recreational Safety 1 day Natural Disasters 1 day

1 day 1 day

2nd Qtr

Health

Science


16 Total


17 Total

Magnetism 4 days Magnetism 4 days

Electricity


Electricity

Static & Current Electricity 3 days

Static Electricity 3 days Safety, Generation & Measurement 4 days

Current Electricity 4 days

1 day

Applications

Circuits, Cells/Batteries & Electronics 5 days

16 Total 1 day

3rd Qtr

Physical

Science



17 Total

Geology

Earth’s Features 3 days

Geology


Genesis Flood 2 days Genesis Flood & Ice Age 3 days

Earthquakes/Volcanoes 3 days Tectonics, Earthquakes & Volcanoes 4 days

Minerals/Rocks 3 days Minerals/Rocks 3 days

Erosion 2 days Erosion & Weathering 4 days

Weathering 2 days 1 day

1 day

4th Qtr

Earth

Science


16 Total


17 Total



LIFE SCIENCE

Cycle: 2 Lower

TOPIC: Human Body Pacing: 2 days Organization

1 of 6

OBJECTIVES:

1. Describe the organization of the human body

2. Identify names of the major systems of the body

3. Describe the major systems of the body 4. Describe how humans adapt to the

environment 5. Analyze and compare regulatory processes

(endocrine, immune) in living things


1. I Corinthians 12:27 2. Psalm 139:4 3. Matthew 26:26 4. Romans 12:4-5 5. Describe the unique creation of the

human body. 6. Analyze how sin has affected the

human body. 7. Medical Ministry – p. 276-296


1. Trace the body and label the organs. 2. Learn the songs “Oh Be Careful” and

“How Great Thou Art.”

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit D – Gr. 2, Unit D – Gr. 3, Unit D – Gr. 4, Unit D


LIFE SCIENCE

Cycle: 2 Lower

TOPIC: Human Body Pacing: 3 days Sense Organs

2 of 6

OBJECTIVES:

1. Identify the senses 2. Understand learning takes place through the

senses 3. Understand the senses enable one to learn

about God 4. Describe how the senses help protect us from

environmental dangers 5. Understand the function of each part of the eye 6. Describe ways of protecting the eyes and sight 7. Understand blindness 8. Understand some people are colorblind 9. Understand vision as a gateway to the mind 10. Understand the functions of each part of the ear11. Describe ways of protecting the ears and

hearing 12. Understand deafness 13. Understand hearing as a gateway to the mind


1. Matthew 6:22-23 2. Psalm 121:1-2 3. Proverbs 3:7 4. Romans 8:10


1. Make a chart to show the different sensory organs and their responses to the environment.

2. Put objects of different shapes, smells, textures, etc. in a bag. Have students draw or write about the objects they feel and smell without looking at them.

3. Complete "Investigating the Sense of Touch" (see Scott Foresman Science,Gr. 4, p. D18-19).

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit D – Gr. 2, Unit D – Gr. 3, Unit D – Gr. 4, Unit D


LIFE SCIENCE

Cycle: 2 Lower

TOPIC: Human Body Pacing: 5 days Teeth/Skeletal/Muscular System

3 of 6

OBJECTIVES:

Teeth1. Describe tooth structure 2. Understand functions of teeth 3. Describe the proper method for brushing and

flossing 4. Understand the importance of the dentist in the

care of teeth Skeletal System1. Identify major bones of the body 2. Describe functions of the skeletal system 3. Describe types of joints 4. Explain the function of cartilage and ligaments 5. Describe the way bone develops 6. Identify how to care for the skeletal system Musculatory System1. Identify major muscles 2. Distinguish between voluntary and involuntary

muscles3. Describe three types of muscles 4. Identify ways of caring for the muscular system


1. Ezekiel 37:1-6 2. Psalm 34:19-20 3. Judges 15 4. Hebrews 11:32-34 5. SDA Bible Commentary, Vol.4 –

p. 1165-6 (Skeletal System) 6. Child Guidance – p. 124


1. Test the strength of a chicken bone with strong vinegar.

2. Research and chart helpful bone-building nutrients.

3. Keep track of helpful, muscle building food you have eaten for one week.

4. Write a poem about your bones and your muscles and how they work in your body.

5. Research scoliosis. 6. Feel the bones in your hands.

Estimate how many bones are in one hand. Chart responses.

7. Complete "Exploring Teeth" (see Scott Foresman Science, Gr. 4, p. D6).

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit D, Ch. 2 – Gr. 2, Reference Section, p. 49 – Gr. 3, Unit D, Ch. 1


LIFE SCIENCE

Cycle: 2 Lower

TOPIC: Human Body Pacing: 4 days Respiratory/Circulatory System

4 of 6

OBJECTIVES:

1. Identify parts of the respiratory system 2. Describe the function of mucus 3. Describe the pathway air travels as it moves

in and out of the body 4. Describe the function of the larynx 5. Describe the lungs 6. Explain the process of breathing 7. Describe effects of tobacco on the lungs 8. Identify ways of keeping your lungs healthy 9. Describe the functions of blood 10. Describe the flow of blood through the heart 11. Analyze ways of protecting the circulatory

system


1. Genesis 2:7 2. Matthew 26:28 3. Luke 22:20 4. Ephesians 1:7 5. I Peter 1:18-19 6. Ministry of Healing – p. 271


1. “Listen to your lungs” with a stethoscope.

2. Fill a 3500-ml or larger graduated jar with water. Put the lid on and turn it upside down in a pan of water. Remove the lid and insert a rubber tubing into the jar. Take a normal breath and then exhale through the tube into the jar. Record the amount of water escaped from the jar. Repeat this step by taking deeper breaths. Compare the results.

3. Draw and label how the blood flows through the heart.

4. Learn the song “Power in the Blood.” 5. Complete "Vibrating Veins" (see Scott

Foresman, Gr. 4, p. D3c). 6. Complete "How long can you blow

bubbles?" (see Scott Foresman Science, Gr. 2, p. D12-13).

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit D, Ch. 1 – Gr. 2, Unit D, Ch. 1 – Gr. 3, Unit D, Ch. 1 – Gr. 4, Unit D, Ch. 1


LIFE SCIENCE

Cycle: 2 Lower

TOPIC: Human Body Pacing: 1 day Immune System

5 of 6

OBJECTIVES:

1. Define Immune system 2. Explain how the immune system protects the

body.


1. Selected Messages, Vol. 2 – p. 412 2. Psalm 55:22


1. Culture germs obtained from different parts of the body.

2. Make a list of the functions of the skin as the first defense.

3. Make a list of foods that help build the immune system.

RESOURCES:



LIFE SCIENCE

Cycle: 2 Lower


6 of 6

OBJECTIVES:

1. List life science careers 2. Provide opportunity for exposure to careers

in the life sciences


1. Education – p. 43


1. Invite guest speakers of various biological careers.

2. Host a Career day.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See Discover God’s Creation, p. 278.


HEALTH SCIENCE

Cycle: 2 Lower

TOPIC: Human Body Pacing: 2 days Digestive/Excretory System

1 of 10

OBJECTIVES:

Digestive System1. Identify the organs of the digestive system 2. Explain the steps of digestion Excretory System1. Explain the importance of the excretory system


1. Ministry of Healing – p. 238 2. Counsels on Health – p. 160


1. Graph or draw the four main steps in digestion.

2. Write a story as if you are a piece of food traveling through the digestive system.

3. Measure and record your daily fluid intake.

4. Make a drawing of the digestive system.5. Dissect a kidney. 6. Complete "Observe how food can be

changed" (see Scott Foresman Science,Gr. 2, p. D27).

RESOURCES:

1. Scott Foresman Science– Gr. 1, Science Reference Section, p.46 – Gr. 2, Unit D, Ch. 2 – Gr. 3, Unit D, Ch. 1 – Gr. 4, Unit D, Ch. 1


HEALTH SCIENCE

Cycle: 2 Lower

TOPIC: Nutrition Pacing: 2 days Nutrients

2 of 10

OBJECTIVES:

1. Define food 2. Explain how the body uses food 3. Identify classes of nutrients 4. Explain how the body utilizes basic

nutrients


1. Genesis 1:29 2. Counsels on Diet and Foods – p. 92,

310, 313


1. Design a bulletin board with pictures or drawings of deficiency in nutrients, vitamins, and minerals.

2. Look at labels and find how many nutrients are contained in food products.

3. Make a mobile of nutrients. 4. Eat a soda cracker and discuss how it

changes as it is chewed.

RESOURCES:



HEALTH SCIENCE

Cycle: 2 Lower

TOPIC: Nutrition Pacing: 2 days Food Pyramid

3 of 10

OBJECTIVES:

1. Describe the food pyramid 2. Categorize foods in the food pyramid 3. Define nutrition 4. Understand the importance of nutrition to health 5. Explain how the food pyramid can be used as a

guide in choosing a healthy diet 6. Understand the principles of vegetarianism 7. Understand the importance of a balanced diet 8. Identify foods that make up balanced meals 9. Distinguish between healthy and unhealthy

snacks


1. Revelation 22:2 2. Colossians 3 3. Testimonies, Vol. 7 – p. 128 4. Medical Ministry – p. 260


1. Sort a given collection of foods by food groups.

2. Plan a menu of a balanced diet. 3. Chart your daily meals for a week. 4. Make a food pyramid from students’

lunches and discuss.

RESOURCES:



HEALTH SCIENCE

Cycle: 2 Lower

TOPIC: Nutrition Pacing: 1 day Dietary Guidelines

4 of 10

OBJECTIVES:

1. Explain the importance of a regular eating schedule

2. Explain the impact of junk food on health 3. Explain how proper nutrition is related to

good health 4. Understand the principles of a vegetarian

diet


1. Matthew 6:11 2. Leviticus 11 3. Counsels on Diet and Foods – p. 271-

2724. Evaluate lifestyle choices based on

Biblical principles. 5. Recognize that human existence

depends on God’s natural laws for health.


1. Research the original diet given to Adam and Eve.

2. Study the nutrients of “junk foods” and compare with natural healthy foods.

3. Discuss how overeating can cause stomach irritations.

4. Complete "Testing Foods for Fat" (see Scott Foresman Science, Gr. 3, p. D44-45).

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit D, Ch. 3– Gr. 2, Unit D, Ch. 2 – Gr. 3, Unit D, Ch. 2 – Gr. 4, Unit D, Ch. 2


HEALTH SCIENCE

Cycle: 2 Lower

TOPIC: Safety/First Aid Pacing: 2 days Accidents

5 of 10

OBJECTIVES:

1. Demonstrate how to use 911 for emergency help

2. Understand that medicines should not be taken without adult supervision

3. Identify common hazards at home


1. Proverbs 29:18 2. Testimonies, Vol. 1 – p. 347 3. Education – p. 196, 221


1. List/chart common hazards at home. 2. Role-play an emergency situation.

RESOURCES:

1. Scott Foresman Science– Gr. 3, Unit D, Ch. 2 – Gr. 4, Unit D, Ch. 2


HEALTH SCIENCE

Cycle: 2 Lower

TOPIC: Safety/First Aid Pacing: 2 days First Aid

6 of 10

OBJECTIVES:

1. Define first aid 2. Explain why some emergency procedures

should not be attempted without training 3. Identify symbols used for poisonous

substances 4. Understand procedures to follow in case of

an emergency 5. Identify the appropriate first aid procedures

for minor injuries 6. Describe first aid procedures for the effects

of extreme temperatures


1. Luke 10:30-37 2. Selected Messages, Vol. 2 – p. 295


1. Demonstrate various first aid techniques.

2. Complete the first aid AJY honor.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See Habits and Habitats, Part 4, “First Aid,” p. 88.


HEALTH SCIENCE

Cycle: 2 Lower

TOPIC: Safety/First Aid Pacing: 1 day Natural Disasters

7 of 10

OBJECTIVES:

1. Identify common natural disasters 2. Identify appropriate safety procedures to

prepare for disasters 3. Identify organizations involved in disaster

relief4. Analyze reasons for Seventh-day Adventist

involvement in disaster relief


1. Testimonies, Vol. 6 – p. 408 2. Patriarchs and Prophets – p. 109-110 3. The Great Controversy – p. 589-90 4. Temperance – p. 288


1. Create a disaster plan at home and test it.

2. Make a list of items that should be in a kit to be given to a victim of a natural disaster.

3. Start a relief fund/collection.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit C, Ch. 2– Gr. 2, Unit C, Ch. 2 – Gr. 3, Unit C, Ch. 4 – Gr. 4, Unit C, Ch. 1


HEALTH SCIENCE

Cycle: 2 Lower

TOPIC: Safety/First Aid Pacing: 2 days Public Safety

8 of 10

OBJECTIVES:

1. Identify safe practices at home, school and play

2. Demonstrate fire safety rules 3. Demonstrate safe precautions with regard to

extreme weather 4. Demonstrate safe practices for motor vehicles 5. Demonstrate safe practices for pedestrians 6. Demonstrate safe practices when dealing with

strangers 7. Understand that it is all right to say no to

inappropriate behavior


1. Romans 13: 1-7


1. Develop awareness for Internet safety. 2. Organize a school or church wide poster

contest on public safety. 3. Graph safe versus unsafe public safety

practices. 4. Conduct a survey to determine how

frequently your classmates wear bicycle helmets.

5. Gather pamphlets from local law enforcement offices, transportation centers, etc.

RESOURCES:



HEALTH SCIENCE

Cycle: 2 Lower

TOPIC: Safety/First Aid Pacing: 1 day Recreational Safety

9 of 10

OBJECTIVES:

1. Identify rules for safety in and around water 2. Identify safe camping practices 3. Identify rules for safe hiking 4. Demonstrate safe practices when riding a

bicycle 5. Demonstrate and practice appropriate behaviors

for contact with the sun


1. Understand the concept that God created human beings with the ability to think and act in a safe way.


1. Make a list of “”What if…” questions and explore multiple possible answers or explanations.

RESOURCES:



HEALTH SCIENCE

Cycle: 2 Lower


10 of 10

OBJECTIVES:




1. Testimonies, Vol. 7 – p. 132


1. Invite a doctor or nurse to talk about good health and safety.

2. Invite a firefighter or police officer to discuss emergency situations and safety practices.

RESOURCES:



PHYSICAL SCIENCE

Cycle: 2 Lower

TOPIC: Magnetism Pacing: 4 days

1 of 5

OBJECTIVES:

1. Describe properties of magnets 2. Compare the force of various magnets 3. Investigate how magnets interact with each

other




1. "Make an Electromagnet" (see ScottForesman Science, Gr. 4, p. B78-79).

2. Brainstorm a list of new uses for magnets. Draw diagrams illustrating how the magnets would be used.

3. Pour one cup of warm water into container A and B. Cover each with foil. Make a slit wide enough for a thermometer to go through in each container. Wrap B with a thick towel. Read and record the temperature from each container for 30 minutes with five-minute intervals. Use these data to draw two graphs. Compare the graphs and explain the differences.

RESOURCES:



PHYSICAL SCIENCE

Cycle: 2 Lower

TOPIC: Electricity Pacing: 4 days General Information

2 of 5

OBJECTIVES:

1. Define electricity 2. Describe electrical fields of force


1. Testimonies, Vol. 3 – p. 138 2. Education – p. 197


1. Identify materials that are conductors of electricity.

2. Fasten one end of a 12-foot rope about three feet from the ground. Hold the other end of the rope and stand eight feet from the other end of the rope. Move the rope up and down to create “waves.” Have a partner draw this. Use a slinky to produce transverse waves. Draw this. Compare these two types of waves.

3. Research to find different ways electricity can be made.

4. "Exploring Electric Charge" (see Scott Foresman Science, Gr. 4, p. B62).

5. "Switch On" (see Scott Foresman Science, Gr. 4, p. B59c).

RESOURCES:



PHYSICAL SCIENCE

Cycle: 2 Lower

TOPIC: Electricity Pacing: 3 days Static Electricity

3 of 5

OBJECTIVES:

1. Define static charge 2. Understand the basic nature of static

electricity


1. Isaiah 59:2


1. Experiment with static electricity. 2. Inflate a balloon. Pull the neck of it

with varying tightness to produce sound of different pitches. Apply this to vocal cord to produce sound of different pitches.

3. Write a paragraph about how a person's body can become negatively charged and how the extra negative charges can jump or flow to another object.

RESOURCES:



PHYSICAL SCIENCE

Cycle: 2 Lower

TOPIC: Electricity Pacing: 4 days Current Electricity

4 of 5

OBJECTIVES:

1. Understand the basic nature of current electricity


1. Isaiah 59:2 2. Counsels To Parents, Teachers, and

Students – p. 291


1. Have a brainstorming session to come up with some safety rules to follow when electrical appliances are used.

2. Make a safety poster. 3. Research the early history of some

electrical devices (e.g., Edison's invention of the phonograph).

4. Brainstorm a list of things you use every day that need electricity.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Science Reference Section, p. 38-39 – Gr. 2, Unit B, Ch. 3 – Gr. 3, Unit B, Ch. 3 – Gr. 4, Unit B, Ch. 3


PHYSICAL SCIENCE

Cycle: 2 Lower


5 of 5

OBJECTIVES:

1. List physical science careers 2. Provide opportunity for exposure to careers

in the physical sciences




1. Invite a computer technician or an electrician to visit your class.

2. Invite someone who plays musical instruments to show how each instrument produces sound.

RESOURCES:



EARTH SCIENCE

Cycle: 2 Lower

TOPIC: Geology Pacing: 3 days Earth’s Features

1 of 7

OBJECTIVES:

1. Describe the surface features of the Earth

2. Define mountain 3. Define ocean 4. Define plain 5. Define desert 6. Define oasis 7. Define island


1. Genesis 1:1 2. Understand God created a perfect

Earth for human habitation. 3. Job 26:7; 38:4 4. Hebrews 1:10 5. Psalm 24


1. Make a diorama using clay, rocks, sand, etc.

2. Compare/contrast a list of the earth’s features.

3. Learn the hymns “Let All on Earth Their Voice Raise” and “Rock of Ages.”

4. “Make a Model of a Landform" (see Scott Foresman Science, Gr. 3, p. C18-19).

5. Write a paragraph describing a landform you have traveled through or read about.

RESOURCES:



EARTH SCIENCE

Cycle: 2 Lower

TOPIC: Geology Pacing: 2 days Genesis Flood

2 of 7

OBJECTIVES:

1. Identify evidences of the flood 2. Describe how the flood affected the earth


1. Matthew 24:38 2. Genesis 7:10 3. Jeremiah 51:16 4. Testimonies, Vol. 5 – p. 610 5. The Acts of the Apostles – p. 572 6. Education – p. 129 7. Patriarchs and Prophets – Ch. 7


1. Make a comparison of things before and after the “flood.”

RESOURCES:



EARTH SCIENCE

Cycle: 2 Lower

TOPIC: Geology Pacing: 3 days Earthquakes/Volcanoes

3 of 7

OBJECTIVES:

Earthquakes1. Explain how earthquakes are caused 2. Compare and contrast types of earthquake

waves 3. Describe how earthquakes are measured Volcanoes1. Explain how volcanoes form 2. Describe features of volcanoes


1. Matthew 28:2 2. Mark 13:8 3. Revelation 6:12; 8:5 4. Ezekiel 38:19


1. Make volcanoes out of paper mache’. 2. Draw and color a volcano. 3. Write a paragraph explaining how a

volcano forms. 4. Discuss safety during an earthquake. 5. Make a model volcano (see Scott

Foresman Science, Gr. 2, p. C16-17).

RESOURCES:

1. Scott Foresman Science– Gr. 2, Unit C, Ch. 1 – Gr. 3, Unit C, Ch. 1 – Gr. 4, Unit C, Ch. 2


EARTH SCIENCE

Cycle: 2 Lower

TOPIC: Geology Pacing: 3 days Minerals/Rocks

4 of 7

OBJECTIVES:

1. Define mineral 2. Identify example of minerals and their uses3. Distinguish between rocks and minerals 4. Describe the three types of rock


1. Haggai 2:8 2. Revelation 21:10-21 3. Exodus 17:6 4. Numbers 20:8 5. Deuteronomy 32:4 6. Psalm 19:14 7. Matthew 7:24


1. Collect rocks and identify them. 2. Compare different kinds of rocks by

weight/size.3. Classify a collection of rocks. 4. Learn the song “The Wise Man Built

His House Upon the Rock.” 5. Write three paragraphs explaining how

the three types of rock form. 6. Examine rock samples using a hand

lens to determine how many colors you see in each rock.

RESOURCES:



EARTH SCIENCE

Cycle: 2 Lower

TOPIC: Geology Pacing: 2 days Erosion

5 of 7

OBJECTIVES:

1. Define erosion 2. Explain how erosion occurs


1. The flood destroyed the perfect world God created.

2. Psalm 66:17-20 3. Romans 6:23 4. I John 5:16


1. Observe an area where erosion is evident and describe the changes.

2. Collect pictures and identify the causes of erosion.

3. Describe the process of erosion. 4. Identify the sequence of changes. 5. Complete "Root Power" (see Scott

Foresman Science, Gr. 4, p. C33c). 6. Complete "Wind or Water?" (see Scott

Foresman Science, Gr. 3, p. C3c).

RESOURCES:

1. Scott Foresman Science– Gr. 2, Unit C, Ch. 1 – Gr. 3, Unit C, Ch. 1– Gr. 4, Unit C, Ch. 2


EARTH SCIENCE

Cycle: 2 Lower

TOPIC: Geology Pacing: 2 days Weathering

6 of 7

OBJECTIVES:

1. Describe the compost of soil 2. Explain why good soil is important 3. Describe soil pollution


1. Ezekiel 17:7-8 2. Matthew 13:1-23


1. Make a compost pile and keep a record of what changes occur.

2. Research and list possible soil pollutants in your area.

3. Compare/contrast pollutants in other parts of the world.

4. "Experiment with Weathering" (see Scott Foresman Science, Gr. 1, p. C10-11).

5. "Observing What is in Soil" (see Scott Foresman Science, Gr. 3, p. C46-47).

RESOURCES:



EARTH SCIENCE

Cycle: 2 Lower


7 of 7

OBJECTIVES:

1. List earth science careers 2. Provide opportunity for exposure to careers

in the earth sciences


1. Colossians 3:22-25


1. Visit a natural history museum. 2. Invite a geologist to speak to your

class.

RESOURCES:



Cycle 3


Animals

Classification 2 days

Simple Animals

Invertebrates 1 day

Growth/Development/Behavior 4 days Sponges, Cnidarins & Worms 2 days

Organisms 3 days Mollusks & Echinoderms 1 day

Invertebrates/Worms 1 day Arthropods

Insects/Arthropods 3 days General Characteristics 1 day

Arachnids 1 day Insects & Arachnids 2 days

Centipedes/Millipedes & Crustaceans 1 day Genetics

Inheritance 1 day Monerans (Bacteria) 2 days

Life Science Scope & Careers 1 day Protista

16 Total General Information, Algae &

Protozoans 2 days

Fungi 1 day

Viruses

General Information & HIV/AIDS 1 day

Genetics

Nucleus & Genetic Engineering 1 day

Inheritance 1 day


1st Qtr

Life Science

17 Total

Drugs


Drugs


Inhalants/Alcohol/Nicotine 2 days Effects 2 days

Drugs/Effects 2 days Decision Making 3 days

Medicines 3 days Human Sexuality

Health Principles 2 days Sexual Feelings 3 days

Biblical Principles 1 day God’s Plan & Sexual Issues 3 days

Natural Laws 2 days Sexual Behavior 3 days

Human Sexuality 1 day Health Science Scope & Careers 1 day

Health Science Scope & Careers 1 day 17 Total

2nd Qtr

Health

Science

16 Total

Force 3 days Force

Friction/Gravity/Inertia 6 days Basic Force 2 days

Motion 5 days Gravity 3 days

Physical Science Scope & Careers 2 days Mass/Weight 2 days

16 Total Elastic, Nuclear & Electric/Magnetic 1 day

Friction 3 days

Motion

Basic Motion 3 days

Laws of Motion 2 days

Physical Science Scope & Careers 1 day

17 Total

3rd Qtr

Physical

Science

Origin of the Universe 1 day Origin of the Universe 1 day

Astronomy

History 1 day

Astronomy

Introduction

Space Exploration 4 days History & Space Exploration 2 days

Solar System Telescopes & Electromagnetic

General Information 5 days Radiation 2 days

Sun/Stars 1 day Solar System

Moon 1 day General Information 1 day

Asteroids/Meteoroids & Comets 1 day Sun 1 day

The Universe Moon 1 day

Constellations 1 day Planets 2 days

Earth Science Scope & Careers 1 day Asteroids, Meteoroids & Comets 1 day

16 Total The Universe

Light Year & Magnitude 1 day

Stars 2 days

Constellations 1 day

Galaxies 1 day

Earth Science Scope & Careers 1 day

4th Qtr

Earth

Science

17 Total

* Note: The pacing is based on one hour per day. Copyright North American Division, Seventh-day Adventist church, nadeducation.org, USA (301) 680 6447

LIFE SCIENCE

Cycle: 3 Lower

TOPIC: Animals Pacing: 2 days Classification

1 of 8

OBJECTIVES:

14. Describe traits common to all animals 15. List two main animal groups 16. Define backbone 17. Identify animals without backbone


1. We depend on God who is our backbone. Psalm 63

2. Genesis 7:13-16 3. Leviticus 11


1. Make a model of a backbone with pipe cleaners, buttons and thread spools.

2. Visit a zoo, natural history museum, etc. 3. Invite guest speakers (e.g., zoologist,

biologist). 4. Classify animals without backbones

(see Scott Foresman Science – Gr. 4, p. A44-45).

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit A, Ch. 2 – Gr. 2, Unit A. Ch. 2 – Gr. 3, Unit A, Ch. 2 – Gr. 4, Unit A, Ch. 2


LIFE SCIENCE

Cycle: 3 Lower

TOPIC: Animals Pacing: 4 days Growth/Development/Behavior

2 of 8

OBJECTIVES:

1. Understand God made living things to grow and change

2. Understand animals are born live or hatch from eggs

3. Understand animals grow to be like their parents

4. Describe the life cycle of animals 5. Define the movements of various animals 6. Identify various body coverings of animals 7. Demonstrate an understanding of the basic

needs of living things


1. Genesis 1:24-25 2. I Timothy 4:4 3. II Corinthians 3:18 4. Patriarchs and Prophets – p. 44


1. Draw and label the life cycle of an animal.

2. Observe and examine different animal body coverings (e.g., snake skin, bird feathers, fish scales).

3. Create the life cycle of a butterfly out of clay and/or other materials.

RESOURCES:



LIFE SCIENCE

Cycle: 3 Lower

TOPIC: Animals Pacing: 3 days Organisms

3 of 8

OBJECTIVES:

1. Identify factors that all animals need to survive

2. Compare the life spans of several animal species

3. Explain how living things interact with the living and non-living components of the environment


1. Genesis 1:20-24 2. Psalm 34:9-10


1. Examine pictures of different ecosystems and make a list of living and non-living items.

2. Set up a class terrarium or aquarium, feed the animals, observe and record how they eat.

3. Choose an animal. Write about a day in the life of that organism, stressing how it gets what it needs from the environment.

4. Create a mural with cut out pictures of different organisms. Use different colors of yarn to link the organisms in as many food chains as possible in an ecosystem.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit A, Ch. 2 – Gr. 2, Unit A, Ch. 2 – Gr. 3, Unit A, Ch. 2, 3– Gr. 4, Unit A, Ch. 2, 4


LIFE SCIENCE

Cycle: 3 Lower

TOPIC: Animals Pacing: 1 day Invertebrates/Worms

4 of 8

OBJECTIVES:

1. Identify characteristics of earthworms 2. Understand the beneficial effects of

earthworms


1. Jonah 4:7 2. Isaiah 14:9-11 3. Exodus 16:20 4. Job 19:26


1. Research different types of worms. Classify by body shapes – round, flat, segmented.

2. Find out how worms are able to turn trash, like paper, into compost.

3. Explore the characteristics of earthworms (see Scott Foresman Science – Gr. 4, p. A36).

4. Observe how an earthworm responds to stimuli (see Scott Foresman Science– Gr. 4, p. A60-61).

RESOURCES:

1. Scott Foresman Science – Gr. 3, Unit C, Ch. 2, p. C43, Science Reference Section, p. 32 – Gr. 4, Unit A, Ch. 2, Science Reference Section, p. 38


LIFE SCIENCE

Cycle: 3 Lower

TOPIC: Animals Pacing: 3 days Insects/Arthropods

5 of 8

OBJECTIVES:

1. Identify characteristics of insects 2. Identify common insects 3. Explain how insects are both harmful and

helpful4. Identify social insects 5. Explain the interaction of social insects

within a colony 6. Explain how insects adapt to the

environment 7. Identify and describe stages in the life cycle

of an insect 8. Distinguish between moths and butterflies


1. Proverbs 6:6; 30:25, 27 2. Psalm 78:45 3. Exodus 8:21


1. Research an insect, make a detailed drawing, write a short description of where it is found, what it eats, etc.

2. Make a model of an insect with clay and pipe cleaners.

3. Collect, mount and identify a set of different kinds of insects. Classify them as harmful or useful to farmers.

4. Observe the life cycle of a beetle (see Scott Foresman Science – Gr. 3, p. A40-41).

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit A, Ch. 2 – Gr. 2, Unit A, Ch. 2 – Gr. 3, Unit A, Ch. 2 – Gr. 4, Unit A, Ch. 2, Science Reference Section, p. 41


LIFE SCIENCE

Cycle: 3 Lower

TOPIC: Animals Pacing: 1 day Arachnids

6 of 8

OBJECTIVES:

1. Identify characteristics of arachnids 2. Know dangers of poisonous spiders 3. Distinguish between insects and spiders


1. Isaiah 59:5, 6 2. Job 8:14


1. Research arachnids and work in groups to chart differences between insects and spiders.

2. Draw and label the three main body parts of an insect.

3. Dissect a crab.

RESOURCES:

1. Scott Foresman Science – Gr. 1, Unit A, Ch. 2 – Gr. 3, Unit A, Ch. 2, Science Reference Section, p. 38 – Gr. 4, Unit A, Ch. 2


LIFE SCIENCE

Cycle: 3 Lower

TOPIC: Genetics Pacing: 1 day Inheritance

7 of 8

OBJECTIVES:

1. Identify inherited traits 2. Identify inherited diseases


1. Exodus 32:13 2. Matthew 19:29 3. Temperance – p. 56 4. Desire of Ages – p. 122


1. List examples of names for young animals that differ from the names for the adult animal (e.g., tadpole/frog, calf/cow). Discuss how you can tell the difference between the young and the adult animal.

2. Collect several tadpoles and an adult frog. Compare and contrast the bodies. Watch the metamorphosis.

3. Observe a pair of twins. Make a record to show similarities and differences between them.

RESOURCES:

1. Scott Foresman Science– Gr. 3, Unit A, Ch. 2 – Gr. 4, Unit A, Ch. 2


LIFE SCIENCE

Cycle: 3 Lower


8 of 8

OBJECTIVES:

1. List biological careers 2. Provide opportunity for exposure to careers

in the biological sciences


1. Genesis 46:33 2. Education – p. 43


1. Plan an environmental fair. 2. Visit a farm. Discuss the duties of a

farmer.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See – Discover God’s World – p. 156-157


HEALTH SCIENCE

Cycle: 3 Lower

TOPIC: Drugs Pacing: 2 days Decision Making

1 of 9

OBJECTIVES:

1. Understand drug abuse is harmful to health 2. The learner will discuss the impact of human

activity under the influence of drugs


1. Psalm 107:27 2. Isaiah 19:14 3. Spiritual Gifts, Vol. 4 – p. 135 4. Temperance – p. 42, 142-143


1. Create a physical project portraying the four steps in decision making.

2. Design poster to persuade others to say no to taking drugs, drinking, or smoking.

RESOURCES:



HEALTH SCIENCE

Cycle: 3 Lower

TOPIC: Drugs Pacing: 2 days Inhalants/Alcohol/Nicotine

2 of 9

OBJECTIVES:

1. Define inhalants 2. Describe the effects of inhalants on the body 3. Describe the effects of alcohol 4. Describe the effects of nicotine


1. The Ministry of Healing – p. 325-3352. Proverbs 20:1; 23:29-32


1. Graph the smoker’s vs. nonsmoker’s risk of dying from lung cancer (see Scott Foresman Science – Gr. 3, Ch. 2, p. D53).

2. Research lung cancer from current medical journals.

RESOURCES:



HEALTH SCIENCE

Cycle: 3 Lower

TOPIC: Drugs Pacing: 2 days Drugs/Effects

3 of 9

OBJECTIVES:

1. Define a drug 2. Identify common household drugs 3. Distinguish between legal and illegal drugs 4. Define drug abuse 5. Describe the effects of abusing drugs 6. Identify harmful drugs


1. I Corinthians 3:16; 6:19 2. Deuteronomy 21:20, 21 3. Isaiah 28:1, 3


1. Have a “Smoking Sam” demonstration. 2. Present x-ray pictures of healthy and

cancerous lungs. 3. Create a list of situations for a partner

to answer the question, “What would you do if…?”

4. Read the book Smoking Stinks by Kim Gosselin.

RESOURCES:



HEALTH SCIENCE

Cycle: 3 Lower

TOPIC: Drugs Pacing: 3 days Medicines

4 of 9

OBJECTIVES:

1. Understand the proper use of medicines 2. Understand the value of medicines 3. Explain why sight and smell cannot safely

identify some substances 4. Explain the importance of asking a trusted

adult before taking any drug or unknown substance

5. Identify where to find the telephone number for the poison control center

6. Identify substances that should be stored out of the reach of children


1. Jeremiah 46: 11, 12 2. Medical Ministry – p. 221-226


1. Explore the side effects of various drugs on a person.

2. Use clippings from magazines to categorize safe/unsafe uses of medicines.

3. Make a list of emergency phone numbers. Discuss how and when to use them.

RESOURCES:

1. Scott Foresman Science – Gr. 3, Unit D, Ch. 2 – Gr. 4, Unit D, Ch. 2


HEALTH SCIENCE

Cycle: 3 Lower

TOPIC: Health Principles Pacing: 2 days

5 of 9

OBJECTIVES:

1. Accept God as the Creator of the universe 2. Understand God’s gift to us is eternal life 3. Develop an appreciation of God’s creation 4. Value God’s craftsmanship of beauty and

harmony 5. Understand God created us in His image


1. Genesis 1:27 2. Education – p. 15, 17 3. The Great Controversy – p. 583 4. Medical Ministry – p. 227


1. Make a mobile to show the days of creation.

2. Study the creation of Adam and Eve.

RESOURCES:

1. Genesis 1:1-31


HEALTH SCIENCE

Cycle: 3 Lower

TOPIC: Biblical Principles Pacing: 1 day

6 of 9

OBJECTIVES:

1. Accept God as the source of all knowledge and wisdom

2. Value God’s created works as a source of His revelation

3. Recognize the effects of sin on God’s original plan

4. Have a developmental knowledge of God’s Word as truth


1. Job 12:13; 28:15-18 2. Psalm 19 3. Education – p. 20-21, 174


1. Create a collage illustrating the effects of sin.

2. Compare and contrast the world before and after sin.

RESOURCES:

1. Psalm 19 2. Genesis 3:6-7; 4:8-12; 9:20-27 3. Luke 24:1-9


HEALTH SCIENCE

Cycle: 3 Lower

TOPIC: Natural Laws Pacing: 2 days

7 of 9

OBJECTIVES:

1. Understand that God has provided guidelines to keep us healthy

2. Identify effects of sin on human health 3. Understand that perfect health will be restored

at Jesus’ Second Coming 4. Understand the natural laws of health 5. Identify the benefits of good health 6. Explain the importance of regular exercise to

health7. Explain the importance of water to health 8. Demonstrate how to wash hands properly 9. Explain the importance of sunshine to health 10. Describe the dangers of excessive sun

exposure11. Define temperance 12. Explain the importance of temperance 13. Explain the importance of pure air 14. Explain why the body needs rest 15. Explain how happiness is related to trust in God16. Understand the importance of happiness to

health


1. Education – p. 150, 202-204 2. Psalm 119:1-24


1. Apply biblical principles of Christian morality, integrity, and ethical behavior to all aspects of life.

2. Take a survey of how many hours of sleep each student had the night before and display it on a bar graph.

3. Make a chart to keep track of daily exercise for a month.

RESOURCES:

1. Scott Foresman Science – Gr. 1, Unit D, Ch. 3 – Gr. 2, Unit D, Ch. 3 – Gr. 3, Unit D, Ch. 2 – Gr. 4, Unit D, Ch. 2


HEALTH SCIENCE

Cycle: 3 Lower

TOPIC: Human Sexuality Pacing: 1 day

8 of 9

OBJECTIVES:

1. Exhibit lifestyle choices consistent with Biblical principles


1. Genesis 1:18-31 2. Ephesians 5:22-33


1. Describe God’s plan for marriage. 2. Research a Bible character who did not

follow God’s instructions. List the consequences.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives.

2. Selected Messages, Vol. 1, p. 435-436, 445-447.

3. Child Guidance, p. 103-104, 452-456.


HEALTH SCIENCE

Cycle: 3 Lower


9 of 9

OBJECTIVES:




1. Medical Ministry – p. 19-29


1. Invite health care personnel to talk about their careers.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See – Discover God’s Creation – p. 392-293– Discover God’s World – p. 242-243


PHYSICAL SCIENCE

Cycle: 3 Lower

TOPIC: Force Pacing: 3 days

1 of 4

OBJECTIVES:

1. Define force 2. Explain how force affects movement 3. Understand the value of natural laws


1. Matthew 5:41 2. Ephesians 6:12 3. Education – p. 29


1. Using a button, measuring tape, and ruler, slide a button toward a piece of tape on the floor. Students try to make the button stop closest to the tape.

2. Demonstrate how to change the motion of an object and explain the cause.

3. Predict the effect of force on an object.

RESOURCES:



PHYSICAL SCIENCE

Cycle: 3 Lower

TOPIC: Friction/Gravity/Inertia Pacing: 6 days

2 of 4

OBJECTIVES:

1. Define friction 2. Explain the affects of friction 3. Define gravity 4. Describe how gravity affects matter 5. Compare the gravitational attraction of

objects of varying mass 6. Define inertia 7. Describe the effects of inertia


1. Ephesians 3:17-19 2. Colossians 1:23 3. Hebrews 12:5-9


1. Roll different sized balls across the floor. Discuss how the weight of the ball affects the ball’s motion when force is applied.

2. Roll a model car down a ramp. Measure and record the distance the car rolls on the floor. Tape cardboard to the front of the car. Re-measure the distance the car rolls. (Friction causes the car to slow.)

3. Predict the outcome of rolling a car across different types of surfaces (e.g. wood, carpet, gravel, grass, ice, etc.).

RESOURCES:

1. Scott Foresman Science – Gr. 1, Unit B, Ch. 3 – Gr. 2, Unit B, Ch. 3 – Gr. 3, Unit B, Ch. 2 – Gr. 4, Unit B, Ch. 2


PHYSICAL SCIENCE

Cycle: 3 Lower

TOPIC: Motion Pacing: 5 days

3 of 4

OBJECTIVES:

1. Explore different ways to make objects move 2. Understand “for every action there is an equal

and opposite reaction” 3. Explain and/or predict the motion of objects

and/or describe the effects of some objects on other objects

4. Learn what potential and kinetic energy are


1. Matthew 4:1 2. Genesis 1:2 3. Testimonies for the Church – p. 69


1. Roll a car down an inclined plane. Discuss how the height of the car on the ramp is related to the final speed it reaches.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit B, Ch. 3 – Gr. 2, Unit B, Ch. 3 – Gr. 3, Unit B, Ch. 2, p. 30-37 – Gr. 4, Unit B, Ch. 2


PHYSICAL SCIENCE

Cycle: 3 Lower

TOPIC: Scope & Careers Pacing: 2 days

4 of 4

OBJECTIVES:

1. List physical science careers 2. Provide opportunity for exposure to careers

in the physical sciences


1. Ruth 2:12 2. Christ’s Object Lessons – p. 339-

340


1. Take a field trip to an industrial facility. 2. Invite an individual to speak on his/her

career. 3. Plan a Career day.

RESOURCES:

1. Scott Foresman Science There are no specific references for these objectives. See – Explore God’s World, p. 376-377


EARTH SCIENCE

Cycle: 3 Lower

TOPIC: Origin of the Universe Pacing: 1 day

1 of 9

OBJECTIVES:

1. Accept God as the creator of the universe 2. Identify God’s role in the creation of the

universe3. Understand God as the Creator and

Sustainer of the universe 4. Understand that God is the source of all

natural laws 5. Understand the purpose of God’s law and

order in the universe


1. Psalm 90:1-2; 104 2. Counsels to Parents, Teachers, and

Students – p. 185, 188 3. Education – p. 126


1. Identify God’s role in the creation of the universe.

2. Understand God as the Creator and Sustainer of the universe.

3. Understand that God is the source of all natural laws.

RESOURCES:

1. Genesis 1 2. Psalm 19:1-6 3. Psalm 65:6-13


EARTH SCIENCE

Cycle: 3 Lower

TOPIC: Astronomy Pacing: 1 day History

2 of 9

OBJECTIVES:

1. Define astronomy


1. Genesis 1:1-19 2. Matthew 2:2, 9 3. Hebrews 11:12 4. Numbers 24:17 5. Prophets and Kings – p. 344 6. The Desire of Ages – p. 59


1. Research “astronomy” in the encyclopedia. Write the definitions on the board.

2. Make a list of contributions as a result of the works of astronomers.

3. Draw a basic telescope and find out how the lens works.

4. Make a time line to trace the development of the U.S. space station.

RESOURCES:



EARTH SCIENCE

Cycle: 3 Lower

TOPIC: Astronomy Pacing: 4 days Space Exploration

3 of 9

OBJECTIVES:

1. Understand why jet propulsion is used in space vehicles

2. Describe the first human contact with the moon

3. Explain the value of the space shuttle 4. Explain the importance of rockets to space

travel5. Define satellite 6. Identify the first earth orbiting satellite 7. Describe uses of satellites 8. Distinguish between early and current space

travel9. Describe benefits resulting from the space

program 10. Explain the problem of escaping gravity


1. Today you see and know only a part of God’s creative power. Later in the new earth, all the treasures of the universe will be open to study.

2. Deuteronomy 33:26 3. Job 37:18 4. Mark 13:24


1. Research how a spacecraft escapes the earth’s gravity.

2. Visit an Air Force museum and make a timeline to show the history of aircraft.

3. Set up a miniature space camp. 4. Research and discuss products that

were developed as a result of the space program (e.g., freeze-dried foods, Velcro, digital signal processing, cordless tools and appliances, virtual reality simulators).

RESOURCES:

1. Scott Foresman Science – Gr. 1, Science Reference Section, p. 44-45 – Gr. 2, Unit C, Ch. 3, p. C58-59 – Gr. 3, Unit C, Ch. 3, p. C80-81 – Gr. 4, Unit C, Ch. 4, p. C112-117


EARTH SCIENCE

Cycle: 3 Lower

TOPIC: Solar System Pacing: 5 days General Information

4 of 9

OBJECTIVES:

1. Identify the members of our Solar System 2. Define planet 3. Compare planets with stars 4. Distinguish the difference between

revolution and rotation 5. Understand that the Sun gives light and

warmth to the Earth 6. Understand that day is when the Sun shines

on the lighted part of the Earth 7. Understand that the Earth takes one year

(365 days) to revolve around the Sun 8. Understand the Sun is necessary for life on

Earth9. Identify the Earth as one of the Sun’s

planets 10. Understand the Earth revolves around the

Sun11. Understand the Moon is Earth’s satellite


1. Genesis 1:14-18 2. Ecclesiastes 1:5 3. Isaiah 45:7-8 4. Medical Ministry – p. 111-117


1. Learn the acronym for the order of the planets.

2. Use a ball, a lamp, and yourself to model how the moon revolves around Earth. Make an X on the ball and holding it, walk around the lamp. Make a quarter turn and keep the X facing you. Observe what happens to the light on the ball.

RESOURCES:


Mars MyVenus Very Earth EducatedMars Mother Jupiter JustSaturn SoldUranus UsNeptune Nine

Pluto Pizzas


EARTH SCIENCE

Cycle: 3 Lower

TOPIC: Solar System Pacing: 1 day Sun/Stars

5 of 9

OBJECTIVES:

1. Describe the sun’s role in the solar system 2. Define star


1. Exodus 10:21-23 2. II Kings 20:11 3. Prophets and Kings – p. 116 4. The Desire of Ages – p. 465 5. Education – p. 14


1. In a dark room, use a penlight, small flashlight, and a large flashlight to discover how smaller lights can look brighter than larger lights.

2. Seeing stars (see Scott Foresman Science, Gr. 4, p. C93c).

3. Constellation Patterns (see Scott Foresman Science, Gr. 4, p. C93d).

RESOURCES:



EARTH SCIENCE

Cycle: 3 Lower

TOPIC: Solar System Pacing: 1 day Moon

6 of 9

OBJECTIVES:

1. Describe the moon’s phases 2. Compare the size of the moon with the

earth


1. Genesis 1:14 2. Psalm 8:3; 104:19 3. Job 31:26 4. Deuteronomy 4:19; 17:3


1. Modeling the Phases of the Moon (see Scott Foresman Science, Gr. 4, p. C106-107).

2. Draw and label the four phases of the moon (new moon, crescent, half, full).

3. Observe the moon for two weeks. Each night draw what you see.

4. Find out how high you’d be able to jump on the moon. Stand in front of a wall and reach up to place a small piece of tape on the wall at the highest spot you can touch. Then jump up and place another piece of tape at the highest spot you can reach. Measure the distance between the two pieces of tape. Multiply the number by six. This is the height you can jump on the moon.

RESOURCES:



EARTH SCIENCE

Cycle: 3 Lower

TOPIC: Solar System Pacing: 1 day Asteroids, Meteoroids, & Comets

7 of 9

OBJECTIVES:

1. Learn what asteroids and meteors are 2. Discover how the orbits of comets differ from

those of planets


1. Luke 21:25 2. The Great Controversy – p. 333-334


1. Read about Carolyn Shoemaker and make a chart to show her discoveries.

2. Paint a scene of a meteor shower to portray the event that happened in 1833.

RESOURCES:

1. Scott Foresman Science – Gr. 4, Unit C, Ch. 4


EARTH SCIENCE

Cycle: 3 Lower

TOPIC: The Universe Pacing: 1 day Constellations

8 of 9

OBJECTIVES:

1. Define constellation 2. Identify the common constellations


1. Isaiah 13:10 2. Amos 5:8 3. Early Writings – p. 41


1. Draw and label constellations, using encyclopedias.

2. Use a pencil to draw a constellation on a small piece of paper. Poke your pencil tip through the dots of the constellation. Attach the paper to the end of a flashlight. Darken room to shine the pattern on a wall.

3. Visit a planetarium.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit C, Ch. 3 – Gr. 3, Science Reference Section, p. 44 – Gr. 4, Unit C, Ch. 4


EARTH SCIENCE

Cycle: 3 Lower


9 of 9

OBJECTIVES:

1. List earth/space careers 2. Provide opportunity for exposure to careers

in the earth/space sciences


1. Matthew 2:1-2 2. Romans 12:1-2 3. Ephesians 6:7-8


1. Visit a space museum. 2. Make different types of flying objects

(e.g. paper planes, rockets, models). 3. Research the training an astronaut has

to complete.

RESOURCES:

1. Scott Foresman Science– Gr. 2, Unit C, Ch. 3, p. C54, 58 – Gr. 3, Unit C, Ch. 3, p. C80 – Gr. 4, Unit C, Ch. 4, p. C102

2. See Explore God’s World, p. 492


Cycle 4

Cycle 4 Lower, Grades 1-4 Pacing* Cycle 4 Upper, Grades 5-8 Pacing*

1st Qtr

Life

Science

Plants

Classification

Structure/Function

Growth/Life Cycle

Photosynthesis

Reproduction

Importance

Algae/Fungi


3 days

3 days

3 days

1 day

3 days

1 day

1 day

1 day

Plants

Classification


Processes

Photosynthesis, Respiration

& Transportation

Reproduction

Responses


3 days

4 days

4 days

4 days

1 day

1 day

16 Total 17 Total

2nd Qtr

Health

Science

Consumer Health

Health Care


Community Health

Education/Resources

Diseases

Communicable Diseases/

Immune System



3 days

3 days

3 days

3 days

2 days

2 days

Consumer Health

Preventative/Curative Health Care

Community Health


Teen Health Risks

Risk Factors & Challenges

Diseases

Communicable Diseases

Immune System


STDs & HIV/AIDS


2 days

2 days

3 days

2 days

2 days

2 days

3 days

1 day

16 Total 17 Total

3rd Qtr

Physical

Science

Chemistry

Matter

Atomic Structure

Mixtures/Compounds

Energy/Work

Basic Energy

Work/Power

Simple Machines


5 days

2 days

2 days

2 days

1 day

3 days

1 day

Chemistry

Matter

Atomic Structure

Atomic Nucleus

Mixtures

Compounds

Chemical Reactions

Acids/Bases

Energy Forms


Work & Machines

Work/Power, Machines &

Mechanical Advantage


2 days

3 days

2 days

1 day

2 days

2 days

1 day

1 day

2 days

1 day

16 Total 17 Total

4th Qtr

Earth

Science


Geology

Fossils

Dinosaurs

Ecology

General Information


Food Chain

Natural Resources



1 day

2 days

2 days

1 day

2 days

1 day

3 days

3 days

1 day

Creation

Evolution

Earth’s Age

Fossil Record

Geologic Column, Fossils &

Dinosaurs

Ecology

General Information


Food Chains

Natural Resources



2 days

2 days

2 days

2 days

2 days

2 days

1 day

1 day

2 days

1 day

16 Total 17 Total



LIFE SCIENCE

Cycle: 4 Lower

TOPIC: Plants Pacing: 3 days Classification

1 of 8

OBJECTIVES:

1. Explain how to classify plants into groups based on common characteristics

2. Identify common plants 3. Distinguish between annuals, biennials, and

perennials 4. Distinguish between the two main groups of

trees5. Describe spore-bearing plants 6. Identify spore-bearing plants 7. Distinguish between seed and spore-bearing

plants


1. Genesis 2:5-9 2. Isaiah 41:19; 61:3; 65:21 3. Medical Ministry – p. 144-147


1. Begin a class mural of plants studied during the unit.

2. Complete an AJY honor on classifying plants.

3. Chart plants from each group (annual, biennial, perennial).

RESOURCES:

2. Scott Foresman Science– Gr. 1, Unit A, Ch. 1, 3 – Gr. 2, Unit A, Ch. 1 – Gr. 3, Unit A, Ch. 1, 3, 4 – Gr. 4, Unit A, Ch. 1


LIFE SCIENCE

Cycle: 4 Lower

TOPIC: Plants Pacing: 3 days Structure/Function

2 of 8

OBJECTIVES:

1. Identify parts of a flower 2. Identify parts of a seed 3. Describe seed formation 4. Describe how seeds travel 5. Describe root functions 6. Identify differences between root systems 7. Describe stem functions 8. Describe parts of a leaf 9. Explain the functions of a leaf 10. Distinguish between the main leaf patterns


1. Matthew 13 2. II Corinthians 11:12 3. Isaiah 18:5; 40:6-8 4. Proverbs12:3 5. Genesis 1:11 6. Romans 11:16


1. Make tree/leaf rubbings. 2. Observe roots by putting a plant in a

glass of water, covering the top with foil, and marking the water level every day.

3. Observe the inside of a seed. Presoak the seed and split apart. Draw what you see.

4. Construct and label a model of the plant parts out of clay.

RESOURCES:



LIFE SCIENCE

Cycle: 4 Lower

TOPIC: Plants Pacing: 3 days Growth/Life Cycle

3 of 8

OBJECTIVES:

1. Understand plants grow from seeds or spores

2. Understand why plants need light, water, minerals, and air for growth

3. Understand that plants grow to be like the parent plant

4. Understand the life cycle of plants


1. Identify spiritual lessons concerning plants.

2. Understand God made living things to grow and change.

3. Isaiah 27:11; 58:6-12 4. Mark 4:26-29 5. I John 2:12-14


1. Create mini gardens. 2. Investigate light and plant growth (see

Scott Foresman Science, Gr. 3, p. A18-19).

3. Experiment with seed germination (see Scott Foresman Science, Gr. 4, p. A29).

4. Make a light box. Make a hole in the side of a box, place a plant inside and cover. Face the hole toward a sunny spot. Observe and predict changes.

RESOURCES:



LIFE SCIENCE

Cycle: 4 Lower

TOPIC: Plants Pacing: 1 day Photosynthesis

4 of 8

OBJECTIVES:

1. Describe the process of photosynthesis 2. Sequence the steps of photosynthesis


1. Psalm 1:3 2. John 1:9 3. Education – p. 29 4. Medical Ministry – p. 144-147


1. Draw or construct a food chain showing how energy passes from the sun to plants.

2. Start a leaf collection.

RESOURCES:



LIFE SCIENCE

Cycle: 4 Lower

TOPIC: Plants Pacing: 3 days Reproduction

5 of 8

OBJECTIVES:

1. Describe the life cycle of seed-bearing plants

2. Identify ways in which plants are pollinated 3. Describe the process of pollination 4. Understand that plants can be grown by

means other than germination 5. Name two plants without seeds and tell how

each grows


1. Genesis 2:9 2. Medical Ministry – p. 9, 144-147


1. Make a chart to show the life cycle of a named flowering plant with pressed specimen to show the different stages of growth.

2. Collect, list, classify seeds. 3. Release dandelion or milkweed seeds

and measure the distances the seeds travel.

RESOURCES:



LIFE SCIENCE

Cycle: 4 Lower

TOPIC: Plants Pacing: 1 day Importance

6 of 8

OBJECTIVES:

1. Understand how plants are used by human beings

2. Identify five local poisonous and five local edible wild plants


1. “The First Home – A Garden”, TheBible Story, Vol. 1

2. God made a perfect balance between plant and animal life at creation.

3. Genesis 7:14 4. Exodus 25:10 5. II Samuel 7:5-7 6. II Chronicles 2:3, 7-10


1. List foods and other products people get from plants.

2. Research edible wild plants and poisonous plants. Compare and contrast them.

RESOURCES:



LIFE SCIENCE

Cycle: 4 Lower

TOPIC: Plants Pacing: 1 day Algae/Fungi

7 of 8

OBJECTIVES:

1. Name two plants without seeds and tell how each grows


1. James 3:8 2. Deuteronomy 32:28-35 3. Education – p. 190


1. Shape mushrooms out of clay. 2. Grow algae. 3. Create a mold garden. 4. Collect some spores from a matured

fern leaf. Study them under the microscope. Make a drawing. Plant them in a pot and watch them grow.

RESOURCES:

1. Scott Foresman Science– Gr. 4, Unit A, p. 12-15

2. Habits and Habitats, “Plants Without Seeds,” p. 43-50


LIFE SCIENCE

Cycle: 4 Lower


8 of 8

OBJECTIVES:

1. List biological careers 2. Provide opportunities for exposure to

careers in the biological sciences


1. Desire of Ages – p. 822


1. Plan a field trip to a nursery or arboretum.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See Explore God’s Creation, p. 296.


HEALTH SCIENCE

Cycle: 4 Lower

TOPIC: Consumer Health Pacing: 3 days Health Care

1 of 6

OBJECTIVES:

1. Explain how personal habits affect health 2. Identify proper dental care


1. Proverbs 25:16-19; 27-28 2. Exodus 21:27


1. Conduct a sleep survey (see Scott Foresman Science, Gr. 3, p. D55-57).

2. Identifying Cause and Effect (see ScottForesman Science, Gr. 4, p. D35).

3. Invite a dentist to speak to your class and demonstrate proper brushing techniques.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit D, Ch. 2, 3 – Gr. 2, Unit D, Ch. 3 – Gr. 3, Unit D, Ch. 2 – Gr. 4, Unit D, Ch. 2


HEALTH SCIENCE

Cycle: 4 Lower

TOPIC: Consumer Health Pacing: 3 days Preventative/Curative

2 of 6

OBJECTIVES:

1. Understand the importance of regular checkups

2. Understand the importance of having immunizations

3. Explain ways medical personnel help us maintain good health

4. Identify people who help us maintain good health


1. Psalm 18:16-30 2. Leviticus 14:33-57 3. Matthew 15:16-20


1. Research how to make an emergency call to a doctor in your area.

2. Research the vaccination requirements at your school.

3. Make a list of infectious diseases that have vaccinations for prevention.

RESOURCES:



HEALTH SCIENCE

Cycle: 4 Lower

TOPIC: Community Health Pacing: 3 days Education/Resources

3 of 6

OBJECTIVES:

1. Identify important community health care workers

2. Develop an awareness of physical and mentally challenged persons

3. Demonstrate friendship and acceptance to the handicapped and elderly


1. Proverbs 25:21 2. Matthew 10:5-8; 8:1-4; 28-33 3. Galatians 4:13-15 4. Numbers 5:1-10 5. Acts 9:36-39 6. John 11:17-44


1. List important community health care workers. Discuss why they are important.

2. Have a “Handicap Day.” Give students different handicaps such as blindness. Discuss the impact of having a handicap to daily routines.

RESOURCES:



HEALTH SCIENCE

Cycle: 4 Lower

TOPIC: Diseases Pacing: 3 days Communicable Disease/Immune System

4 of 6

OBJECTIVES:

1. Understand immunity 2. Define disease 3. Describe how the body fights disease 4. Understand the relationship of good health

habits to disease prevention


1. Leviticus 13; 14:54-57 2. Ezekiel 3:1-9


1. List ways of protecting yourself from getting sick.

2. Research the word “germ.” Compare/contrast all types of pathogens (germs).

3. Demonstrate how infectious diseases spread by giving one student a full sheet of paper. The paper is cut into three equal parts. Give two of them to two students. Each of these two are cut into three equal parts. Each of them gives two to two other students. Repeat this until everyone in the class receives a piece. Make a flow chart to show how the disease is spread.

RESOURCES:



HEALTH SCIENCE

Cycle: 4 Lower

TOPIC: Diseases Pacing: 2 days Disease Transmission

5 of 6

OBJECTIVES:

1. Identify diseases transmitted to humans by animals


1. Numbers 21:6-9 2. Ministry of Healing – p. 280, 313-316


1. Research rabies. List animals that could become infected with rabies.

2. Research flies and mosquitoes. List germs and diseases that can be passed to humans.

RESOURCES:

1. Scott Foresman Science – Gr. 3, Unit D, Ch. 2

2. Habits and Habitats, “”Animals That Spread Disease,” p. 87


HEALTH SCIENCE

Cycle: 4 Lower

TOPIC: Scope & Careers Pacing: 2 days

6 of 6

OBJECTIVES:

1. List health careers 2. Provide opportunities for exposure to

careers in the health sciences


1. Medical Ministry – p. 19-29


1. Invite a health care worker to visit your class and share important personal health habits.

2. Visit a hospital.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See – Discover God’s Creation – p. 392-293– Habits and Habitats, “Community Health Workers” – p. 82-86


PHYSICAL SCIENCE

Cycle: 4 Lower

TOPIC: Chemisty Pacing: 5 days Matter

1 of 7

OBJECTIVES:

1. Understand matter classification by properties

2. Identify the states of matter 3. Describe how the particles of matter are

arranged in a solid, a liquid, and a gas 4. Explain how the particles move in each state

of matter 5. Define physical change 6. Identify characteristics of a simple physical

change 7. Define chemical change 8. Distinguish between chemical and physical

changes of matter


1. II Kings 22:18-20 2. Colossians 1:15-23


1. Make a bar graph to compare the freezing, melting and boiling points of water with those of other elements.

2. Write about the process of making pancakes and the chemical changes involved.

3. Explore what happens when baking soda is mixed with vinegar.

4. Cut out or draw pictures of solids, liquids, or gases. Sort pictures into groups.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit B, Ch. 1 – Gr. 2, Unit B, Ch. 1, Science Reference Section p. 42-43 – Gr. 3, Unit B, Ch. 1 – Gr. 4, Unit B, Ch. 1


PHYSICAL SCIENCE

Cycle: 4 Lower

TOPIC: Chemisty Pacing: 2 days Atomic Structure

2 of 7

OBJECTIVES:

1. Define matter 2. Define atom 3. Define molecule


1. Philippians 1:7-11


1. Discuss how matter can be changed. List how many ways a piece of paper can be changed (cutting, coloring, painting, etc.).

2. List the three forms of matter. 3. Changing States of Matter (see Scott

Foresman Science, Gr. 3, p. B20-B21).

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit B, Ch. 1 – Gr. 2, Unit B, Ch. 1 – Gr. 3, Unit B, Ch. 1, Science Reference Section, p. 37 – Gr. 4, Unit B, Ch. 1


PHYSICAL SCIENCE

Cycle: 4 Lower

TOPIC: Chemistry Pacing: 2 days Mixtures/Compounds

3 of 7

OBJECTIVES:

1. Define mixture 2. Define solution


1. Exodus 5:7-8 2. Acts 1:1-9


1. List substances that would be either a mixture or a solution.

2. Make a vegetable salad mixture. Discuss how the vegetables have the same colors and properties before being mixed together and how it can easily be separated.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Science Reference Section, p. 40 – Gr. 3, Unit B, Ch. 1, Science Reference Section, p. 35 – Gr. 4, Unit B, Ch. 1


PHYSICAL SCIENCE

Cycle: 4 Lower

TOPIC: Energy/Work Pacing: 2 days Basic Energy

4 of 7

OBJECTIVES:

1. Define energy 2. Learn what potential energy is 3. Learn what kinetic energy is


1. Isaiah 40:29-31 2. Psalm 18:32-34 3. Judges 7, 8 4. Hebrews 4:3


1. Make a maze (see Scott Foresman Science, Gr. 1, p. B51).

2. Make an object move (see Scott Foresman Science, Gr. 2, p. B47).

3. Write a brief article for a school newspaper describing some important uses of energy in the community.

4. Roll a toy car down an inclined plane. Investigate the relationship between potential and kinetic energy.

RESOURCES:



PHYSICAL SCIENCE

Cycle: 4 Lower

TOPIC: Energy/Work Pacing: 1 day Work/Power

5 of 7

OBJECTIVES:

1. Define work


1. Exodus 4:2-7 2. Ezra 1:2-4 3. Psalm 29:10-11


1. Set up a relay race with two buckets of rocks. Discuss if work was done to move the buckets from one place to another.

2. Make a list of things you do during the day. Underline the instances where you are doing work.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit B, Ch. 3 – Gr. 2, Science Reference Section, p. 44-45 – Gr. 3, Unit B, Ch. 2 – Gr. 4, Unit B, Ch. 2


PHYSICAL SCIENCE

Cycle: 4 Lower

TOPIC: Energy/Work Pacing: 3 days Simple Machines

6 of 7

OBJECTIVES:

1. Define machine 2. Understand levers and ramps are simple

machines 3. Understand compound machines are

combinations of simple machines 4. Explain the operation of a simple mechanical

device


1. Exodus 33:26 2. Desire of Ages – p. 823


1. How does a lever work? (see ScottForesman Science, Gr. 1, p. B58-B59).

2. List and describe all simple machines that you come into contact with during the day.

3. Lift or slide? (see Scott Foresman Science, Gr. 4, p. B31c).

4. Construct an inclined plane and measure the angle of the plane with a protractor. Change the angle several times.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit B, Ch. 3 – Gr. 2, Science Reference Section, p. 44-45 – Gr. 3, Unit B, Ch. 2 – Gr. 4, Unit B, Ch. 2


PHYSICAL SCIENCE

Cycle: 4 Lower


7 of 7

OBJECTIVES:

1. List physical science careers 2. Provide opportunities for exposure to

careers in the physical sciences


1. Testimonies for the Church – p. 540-541


1. Visit a hardware store or cabinet shop to discuss tools as simple machines.

RESOURCES:

1. Scott Foresman ScienceThere are no specific References for these objectives. See Explore God’s Creation, p. 488; Explore God’s World, p. 376.


EARTH SCIENCE

Cycle: 4 Lower

TOPIC: Creation & Evolution Pacing: 1 day

1 of 9

OBJECTIVES:

1. Explain why the story of the flood is important to creation


1. Deuteronomy 32:4 2. Psalm 33:6, 9 3. Hebrews 11:7 4. Genesis 7:1 5. Patriarchs and Prophets – p. 107-110


1. Collect pictures of the Grand Canyon that show layers of rocks. Make a study to find out what causes the different colors.

RESOURCES:



EARTH SCIENCE

Cycle: 4 Lower

TOPIC: Geology Pacing: 2 days Fossils

2 of 9

OBJECTIVES:

1. Define fossil 2. Describe types of fossils 3. Identify fossil fuels formed at the time of the

flood4. Understand fossils as the remains or

evidence of living organisms that once lived on Earth

5. Explain a creationist interpretation of fossils


1. Haggai 2:8 2. Education – p. 129 3. Patriarchs and Prophets – p. 107-110


1. Make a KWL chart about fossils. (See Scott Foresman Science “Inquiry,” Gr. 2, p. A47.)

2. Research different types of fossils. 3. Make fossils by imprinting objects into

clay, mud or wet sand.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Science Reference Section, p. 36 – Gr. 2, Unit A, Ch. 3 – Gr. 3, Unit A, Ch. 4; Unit C, Ch. 2 – Gr. 4, Unit A, Ch. 4


EARTH SCIENCE

Cycle: 4 Lower

TOPIC: Geology Pacing: 2 days Dinosaurs

3 of 9

OBJECTIVES:

1. Identify examples of common dinosaurs 2. Understand dinosaurs varied in size 3. Identify several characteristics of dinosaurs 4. Understand what the fossil record reveals

about dinosaurs 5. Understand the importance of fossils in

interpreting Earth’s history


1. Patriarchs and Prophets – p. 112-114 2. Spiritual Gifts, Vol. 3 – p. 92-93


1. Visit a natural history museum. 2. Imagine that you discovered a

dinosaur fossil in your backyard. Write a paragraph explaining what actions you would take.

3. Research and write about a dinosaur.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Science Reference Section, P. 36-37 – Gr. 2, Unit A, Ch. 3 – Gr. 3, Unit A, Ch. 4 – Gr. 4, Unit A, Ch. 4


EARTH SCIENCE

Cycle: 4 Lower

TOPIC: Ecology Pacing: 1 day General Information

4 of 9

OBJECTIVES:

1. Define habitat 2. Describe biomes 3. Define environment 4. Describe a food chain


1. Psalm 104:10-35; 136:25


1. Make a model of a garden habitat (see Scott Foresman Science, Gr. 2, p. A53).

2. Choose an animal. Draw the animal in its natural habitat.

3. Draw the food chain of an animal. 4. Go outside and observe your

surroundings. Record the different kinds of organisms you see.

5. Investigating a Habitat (see Scott Foresman Science, Gr. 4, p. A72-A73).

RESOURCES:



EARTH SCIENCE

Cycle: 4 Lower

TOPIC: Ecology Pacing: 2 days Communities/Populations

5 of 9

OBJECTIVES:

1. Understand animals live in communities 2. Describe characteristics of a grassland community 3. Identify animals that live in a grassland 4. Describe homes of grassland dwellers 5. Describe characteristics of a forest community 6. Identify animals that live in a forest 7. Describe homes of forest dwellers 8. Describe characteristics of a wetland community 9. Identify animals that live in a wetland community 10. Describe homes of wetland dwellers 11. Describe characteristics of a desert community 12. Identify animals that live in a desert community 13. Describe homes of desert dwellers 14. Describe characteristics of a mountain community 15. Identify animals that live in a mountain community 16. Describe homes of mountain dwellers 17. Describe how mountain dwellers survive in winter


1. Understand there is no perfect community on Earth.

2. Understand God is preparing a perfect community for us.

3. Genesis 12:3 4. Isaiah 11:6


1. Compare/contrast grassland, forest, wetland, desert, mountain dwellers.

2. Visit an aquarium, forest or wildlife sanctuary.

3. Research the names of animal groups (populations) such as a pride of lions, a knot of toads, a leap of leopards. Write a humorous story about how the animal group got their name.

RESOURCES:



EARTH SCIENCE

Cycle: 4 Lower

TOPIC: Ecology Pacing: 1 day Food Chain

6 of 9

OBJECTIVES:

1. Distinguish between producers and consumers in a food chain

2. Identify animals as either herbivores, carnivores, or omnivores


1. Job 38:41; 40:15-24 2. Psalm 104:20-21 3. Proverbs 27:26-27 4. Ezekiel 34:5


1. List the things animals/humans need to live, grow and stay healthy.

2. Make a model of a food chain (see Scott Foresman Science, Gr. 2, p. A41).

3. Collect several pictures of plants and animals. Match pictures of plants and animals with the plant or animal it might eat.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit A, Ch. 2 – Gr. 2, Unit A, Ch. 2, 3 – Gr. 3, Unit A, Ch. 3 – Gr. 4, Unit A, Ch. 3


EARTH SCIENCE

Cycle: 4 Lower

TOPIC: Ecology Pacing: 3 days Natural Resources

7 of 9

OBJECTIVES:

1. Explain the natural resources man now uses 2. Define natural resource 3. Distinguish between renewable and

nonrenewable natural resources 4. Identify resources found in the mountains 5. Identify plants and animals that live in

mountains 6. Identify resources found in oceans 7. Identify resources found in plains 8. Identify plants and animals that inhabit plains 9. Explain the importance of the rich soil found in

the plains 10. Identify resources found in deserts 11. Identify plants and animals that inhabit deserts 12. Describe adaptations of plants and animals to

deserts


1. Understand that God created natural resources for human use.

2. Describe effects of the flood on the Earth’s natural resources.

3. Psalm 102:6; 147:8 4. Isaiah 35:1-2, 6


1. List natural resources and ways to conserve them.

2. Make posters persuading people to protect natural resources.

3. Choose an organism and describe the adaptations that allow it to live in its environment.

4. Draw a plant growing near the school. Make detailed notes about the structure and habitat. Discuss the plant’s ability to adapt to its environment.

RESOURCES:

1. Scott Foresman Science– Gr. 1, Unit C, Ch. 1; Unit A, Ch. 3 – Gr. 2, Unit C, Ch. 1; Unit A, Ch. 1 – Gr. 3, Unit C, Ch. 1; Unit A, Ch. 3 – Gr. 4, Unit C, Ch. 2; Unit A, Ch. 4


EARTH SCIENCE

Cycle: 4 Lower

TOPIC: Ecology Pacing: 3 days Environmental Issues

8 of 9

OBJECTIVES:

1. Understand personal responsibility for wise use of natural resources

2. Explain responsible methods for decreasing pollution

3. Describe air quality preservation 4. Describe causes of air pollution 5. Explain the importance of fossil fuels 6. Explain water quality preservation 7. Describe the cause of water pollution 8. Understand the importance of each species to the

balance of nature 9. Explain why animals become endangered or

extinct10. Describe the environmental importance of trees

and forests 11. Identify the main causes of destruction of trees and

forests 12. Describe the conservation of trees and forests 13. Describe the way soil becomes depleted 14. Describe the effect of soil depletion 15. Describe soil conservation 16. Understand how human progress effects the

balance of nature


1. Matthew 3:12 2. Job 17:1


1. Draw pictures to show how to keep air, land or water clean.

2. Make compost (see Scott Foresman Science, Gr. 2, p. C21).

3. Make a list of ways to conserve water. 4. Develop a recycling plan for your

school.

RESOURCES:



EARTH SCIENCE

Cycle: 4 Lower


9 of 9

OBJECTIVES:

1. List earth careers 2. Provide opportunity for exposure to

careers in the earth sciences


1. Counsels on Stewardship – p. 15, 20 2. Patriarchs and Prophets – p. 112-113


1. Take a field trip/hike through the forest. Discuss habitats you see.

2. Visit a natural history museum.

RESOURCES:

1. Scott Foresman ScienceThere are no specific references for these objectives. See – Discover God’s Creation – p. 152-153


Cycle 1


Living Things


Living Things


Classification 2 days Classification 3 days

Animals

Fish 2 days

Birds 2 days

Animals

Fish

Birds

2 days

2 days

Reptiles/Amphibians 2 days Reptiles & Amphibians 3 days

Mammals 2 days Mammals 2 days

1 day Animal Behavior 2 days


17 Total

1st Qtr

Life Science


16 Total



Personal Mental Health

Personality 1 day

Self Concept 1 day Self-concept 1 day

Emotions 3 days Emotional Health 2 days


Family Living 3 days

Interpersonal Mental Health


Family Structure 2 days Child Abuse 1 day


1 day

Human Sexuality

Development

Conception to Birth 2 days

Puberty 2 days

Reproduction

Reproductive System 3 days

Sexual Behavior 2 days

1 day

2nd Qtr

Health

Science


16 Total


17 Total

Heat 3 days Heat 2 days

Energy/Waves 2 days

Sound 5 days

Energy/Waves


Electromagnetic Spectrum 1 day Light

Colors/Mirrors/Lenses 5 days Sound 3 days

1 day Light


Colors 2 days

Mirrors/Lenses/Lasers 3 days

1 day

3rd Qtr

Physical

Science


16 Total


17 Total

Meteorology


Meteorology

Weather & Climate

General Information 1 day Weather Elements

General Information 2 days Weather Elements 2 days

Climate 4 days Climate 2 days

Seasons 2 days

Atmosphere 1 day

Atmosphere

General Information 1 day

Water (Hydrologic) Cycle 1 day Air Pressure 1 day

Weather Effects 2 days Water (Hydrologic) Cycle 2 days

1 day Oceanography

World Ocean 1 day

Sea Floor 1 day

Environments 1 day

Life 1 day

Resources 1 day

Seawater 1 day

Tides/Currents/Waves 1 day

1 day

4th Qtr

Earth

Science


16 Total


17 Total



LIFE SCIENCE

Cycle: 1 Upper

TOPIC: Living Things Pacing: 2 days Characteristics

1 of 8

OBJECTIVES:

1. Distinguish between living and non-living things and provide justification for these distinctions

2. Demonstrate an understanding of the basic needs of living things

3. Explain how living things interact with the living and non-living components of the environment


1. Genesis 1:20, 30; 2:7; 7:21, 22 2. Life comes from the combination of

elements and the breath of life from God.


1. Sort a group of objects (or pictures of objects) into living and non-living matter. Compile a list of characteristics that are unique to living things. As a class, examine each group’s list and challenge the criteria to determine which characteristics are indeed unique to living things.

RESOURCES:

76. Discover God’s World – p. 24-26 77. Glencoe Life Science ‘99 – p. 6-9


LIFE SCIENCE

Cycle: 1 Upper

TOPIC: Living Things Pacing: 3 days Classification

2 of 8

OBJECTIVES:

1. Explain why classifying is an important work of science

2. Identify advantages of using Latin names. 3. Explain how scientists classify organisms

into groups or levels 4. List in order the seven levels used to classify

all organisms 5. Identify an example of each level of

classification 6. Identify the main characteristics used in

classifying organisms into kingdoms 7. Describe the kingdoms used in scientific

classification 8. Distinguish between consumers and

producers 9. Identify characteristics used in classifying

animals into various phyla


1. Genesis 2:19, 20 – Adam is the father of taxonomy.


1. Look at pictures of different animals within a genus family. Using a dichotomous key, classify the animal in each picture. Write the genus and species of each underneath each picture.

RESOURCES:

1. Discover God’s World – p. 47-64 2. Glencoe Life Science ‘99 – p. 187-

204


LIFE SCIENCE

Cycle: 1 Upper

TOPIC: Animals Pacing: 2 days Fish

3 of 8

OBJECTIVES:

1. Describe the lateral line 2. Identify features that provide protection for

fish 3. Explain the function of the swim bladder 4. Distinguish between jawless fish,

cartilaginous fish, and bony fish 5. Identify an example of each class of fish 6. Explain the food chain process 7. Identify the importance of fish in the food

chain 8. Describe examples of special design in fish


1. Genesis 1:20-23 – Fish created 2. Research why the fish was used as a

symbol of Christianity.


1. Determine the age of several specimens of fish by examining their scales and counting the number of annual growth rings.

RESOURCES:


407


LIFE SCIENCE

Cycle: 1 Upper

TOPIC: Animals Pacing: 2 days Birds

4 of 8

OBJECTIVES:

1. Identify main characteristics of birds 2. Identify design features that enable most

birds to fly 3. Explain why flightless birds are unable to fly 4. Identify parts of a feather and the function of

each5. Analyze the relationship between beak

structure and function 6. Analyze the relationship between foot

structure and function 7. Describe common orders of birds 8. Identify examples of each order 9. Identify the main reasons for bird migration 10. Explain how birds find their way when

migrating


1. Genesis 1:20-23 – Birds created 2. Matthew 6:26; 10:29-31 – God’s care

of sparrows


1. Observe contour and down feathers with a hand lens or stereomicroscope. Make drawings and label parts. Compare the feathers and infer their functions in birds.

RESOURCES:


434


LIFE SCIENCE

Cycle: 1 Upper

TOPIC: Animals Pacing: 3 days Reptiles & Amphibians

5 of 8

OBJECTIVES:

Reptiles1. Identify characteristics of reptiles 2. Distinguish between reptiles and amphibians3. Describe common orders of reptiles 4. Identify an example of each order of reptile 5. Distinguish the way poisonous and non-

poisonous snakes kill their prey Amphibians1. Identify characteristics of amphibians 2. Describe the life cycle of a frog 3. Describe the most common orders of

amphibians 4. Identify an example of each order of

amphibian


1. Genesis 3:1, 14-15 – The serpent 2. Research where and why the Bible

uses a snake as a symbol of Jesus.


1. Make a concept map showing the major characteristics and orders of the reptile class.

2. Observe a living frog. Identify the characteristics God created in a frog that enable it to live on land and water.

RESOURCES:


420


LIFE SCIENCE

Cycle: 1 Upper

TOPIC: Animals Pacing: 2 days Mammals

6 of 8

OBJECTIVES:

2. Identify two main characteristics of mammals

3. Explain how man is different from other mammals

4. Identify three types of mammal teeth 5. Describe the relationship between tooth

structure and function 6. Identify the four basic types of mammal feet 7. Describe the relationship between foot

structure and function 8. Describe common orders of mammals 9. Identify examples of each order 10. Identify examples that show mammals’

adaptation to the environment 11. Compare and contract God’s original plan

for mammals with mammals today


1. Genesis 1:24-25 2. I Peter 2:2 – Mammal mothers provide

milk for young.


1. Group a list of mammal characteristics under the headings of monotremes, marsupials, and placental mammals.

RESOURCES:


445


LIFE SCIENCE

Cycle: 1 Upper

TOPIC: Animals Pacing: 2 days Animal Behavior

7 of 8

OBJECTIVES:

1. Distinguish between innate and learned behavior

2. Identify examples of innate behavior in animals

3. Distinguish between instinct and other innate behaviors

4. Identify examples of learned behavior in animals

5. Explain causes of cyclic behavior 6. Identify examples of cyclic behavior in

animals 7. Analyze animal migration 8. Explain social behavior 9. Identify advantages of social behavior 10. Describe ways animals communicate 11. Explain why animals communicate 12. Describe symbiotic relationships between

animals


1. Discuss whether an animal’s behavior can be sinful. Support your answers.

2. Numbers 22:21-29 – Balaam’s donkey demonstrates animal behavior (natural and supernatural).


1. Arrange pictures demonstrating animal behaviors. List the kind of behavior (innate or learned) and the type (reflex, instinct, imprinting, trial and error, conditioning, or insight).

RESOURCES:

1. Explore God’s Creation – p. 270-2922. Glencoe Life Science ‘99 – Ch. 17


LIFE SCIENCE

Cycle: 1 Upper


8 of 8

OBJECTIVES:

1. Explain the importance of life science 2. Identify branches of life science 3. List biological careers 4. Explore careers in the biological sciences 5. Critique racial and gender biases as they

relate to physical science careers


1. Discuss Bible careers related to animal care.


1. Explore careers relating to living organisms and animals.

RESOURCES:

1. Discover God’s World – p. 156-157 2. Glencoe Life Science ‘99 – p. 114,

146, 250, 308, 334, 364, 408, 448, 534, 620, 698, 724


HEALTH SCIENCE

Cycle: 1 Upper

TOPIC: Personal Mental Health Pacing: 1 day Personality

1 of 10

OBJECTIVES:

1. Define personality 2. Explain why a person might want to change

his/her personality 3. Explain how a person can change his/her

personality 4. Compare and contrast personality and

character


1. Discuss if we will take both personality and character to heaven and how does each affect our eternal destiny.


1. Write and perform a skit demonstrating the difference between character and personality.

RESOURCES:

1. Discover God’s World – p. 161-164


HEALTH SCIENCE

Cycle: 1 Upper

TOPIC: Personal Mental Health Pacing: 1 day Self-Concept

2 of 10

OBJECTIVES:

1. Define self-concept. 2. Describe how self-concept is developed 3. Identify important qualities of self-concept 4. Explain how self-concept influences an

individual’s actions


1. Discuss how Peter was affected by being called “a rock” by Jesus?

2. Discuss the concept of self-fulfilling prophecy.


1. Create a story or comic strip with two characters—one with an extremely high self-concept and one extremely low.

2. Given ten tokens (beans, chips, etc.) at the beginning of the day, track the number of insults received from classmates. Review and discuss the results as a class at the end of the day.

RESOURCES:



HEALTH SCIENCE

Cycle: 1 Upper

TOPIC: Personal Mental Health Pacing: 2 days Emotional Health

3 of 10

OBJECTIVES:

1. Explain how emotions affect health 2. Describe positive ways to express emotions 3. Define stress 4. Distinguish between good and bad stress 5. Identify guidelines for dealing with stressful

situations 6. Identify normal emotional changes that

occur during adolescence 7. Describe steps in making decisions


1. Discuss what emotions Jesus experienced.


1. View several commercials and analyze what emotional impact each is seeking to create.

RESOURCES:



HEALTH SCIENCE

Cycle: 1 Upper

TOPIC: Interpersonal Mental Health Pacing: 2 days Relationships

4 of 10

OBJECTIVES:

1. Identify factors that influence how friends are chosen

2. Identify the main qualities people value in friends

3. Define peer pressure 4. Describe ways to build friendships that last


1. James 2:23 – Friend of God 2. Proverbs 16:28; 17:17; 18:24; 27:6

– a slanderer separates friends – a friend loves at all times – a friend who sticks closer than a brother – faithful are the wounds of a friend


1. Find examples of positive and negative peer pressure in the Bible, books and movies.

RESOURCES:



HEALTH SCIENCE

Cycle: 1 Upper

TOPIC: Interpersonal Mental Health Pacing: 1 day Child Abuse

5 of 10

OBJECTIVES:

1. Define child abuse 2. Identify types of abuse 3. Identify ways of protecting yourself from

abuse 4. Describe what to do it abuse occurs


1. Matthew 18:5-6 – Better to be drowned than to make a child stumble.


1. Interview a child welfare worker. 2. Create a book for younger students

giving clear and specific examples of to whom and where to report abuse.

RESOURCES:



HEALTH SCIENCE

Cycle: 1 Upper

TOPIC: Human Sexuality Pacing: 2 days Development: Conception to Birth

6 of 10

OBJECTIVES:

1. Explain the process of fertilization 2. Describe the changes between fertilization

and birth 3. Name two stages of development 4. Distinguish between identical and fraternal

twins 5. Describe the birth process


1. John 3:3-8 – Born again


1. Complete “Try This 11-1”, Discover God’s World, p. 226.

2. Illustrate on a flip chart or in a PowerPoint the development of the embryo and fetus.

3. Complete “Class Activity 11-3”, Discover God’s World, p. 237.

RESOURCES:


715


HEALTH SCIENCE

Cycle: 1 Upper

TOPIC: Human Sexuality Pacing: 2 days Development: Puberty

7 of 10

OBJECTIVES:

1. Define growth spurt 2. Identify factors that influence growth and

development 3. Explain what controls growth rate 4. Distinguish between adolescence and

puberty 5. Identify changes that occur at puberty


1. Discuss the parallels between healthy physical growth and spiritual growth.


1. Research the average height of boys and girls for ages eight through sixteen. Graph your results.

2. Sort pictures of people of varying ages into those who have reached puberty and those who have not.

3. View an appropriate video on puberty.

RESOURCES:


721


HEALTH SCIENCE

Cycle: 1 Upper

TOPIC: Human Sexuality Pacing: 3 days Reproduction: Reproductive Systems

8 of 10

OBJECTIVES:

Female Reproductive System1. Describe changes that occur in a girl’s body

during puberty 2. Identify the female reproductive organs 3. Describe the functions of the female

reproductive organs 4. Distinguish between ovulation and

menstruation Male Reproductive System1. Describe changes that occur in a boy’s body

during puberty 2. Identify the male reproductive organs 3. Describe the functions of the male

reproductive organs


1. Genesis 1:27-28


1. Draw a concept map showing the relationships between the following terms: reproductive organs, ovaries, vagina, uterus, fallopian tubes, penis, scrotum, testes, urethra, male, female.

RESOURCES:


708

*Note to teacher: Because some people consider this material to be sensitive, it is important for you to keep your administration, board and parents informed of the content to be taught. A sample letter appears in Discover God’s World Resource Book, p. 233.


HEALTH SCIENCE

Cycle: 1 Upper

TOPIC: Human Sexuality Pacing: 2 days Reproduction: Sexual Behavior

9 of 10

OBJECTIVES:

1. Explain why God created families 2. Define sexual intercourse 3. Define sexual abstinence 4. Explain why sexual intercourse belongs only

in marriage 5. Define sexuality 6. List ways that influence our views on

sexuality7. Tell how Satan has tried to spoil God’s gift of

sexuality


1. Ephesians 3:14-15 – Every family derives its name from God the Father.


1. View several commercials or advertisements and analyze their view of human sexuality.

RESOURCES:



HEALTH SCIENCE

Cycle: 1 Upper


10 of 10

OBJECTIVES:

1. Define health science 2. Explain the importance of health science 3. Identify branches of health science 4. List the health careers 5. Explore careers in the health services 6. Critique racial and gender biases as they



1. I Timothy 1:7


1. Explore careers relating to mental health and sexual development/reproduction.

RESOURCES:



PHYSICAL SCIENCE

Cycle: 1 Upper

TOPIC: Heat Pacing: 2 days

1 of 8

OBJECTIVES:

1. Distinguish between heat and temperature 2. Describe the relationship between heat and

the kinetic theory of matter 3. Compare and contrast Fahrenheit and

Celsius temperature scales 4. Distinguish between radiation, conduction,

and convection 5. Explain how architects plan for temperature

changes


1. Revelation 3: 15-16. Discuss the spiritual meanings of being “hot” and “cold.”


1. Measure temperature of three samples of water (boiling, room temperature and ice water) using both Celsius and Fahrenheit thermometers.

2. Construct, test and trouble-shoot procedures to demonstrate radiation, conduction and convection to a younger student.


RESOURCES:

1. Discover God’s World – p. 313-324 2. Glencoe Life Science ’99 – Ch. 5.2;

Ch. 6.1; Ch. 6.2


PHYSICAL SCIENCE

Cycle: 1 Upper

TOPIC: Energy/Waves Pacing: 3 days General Information

2 of 8

OBJECTIVES:

1. Define energy 2. Define a wave 3. Identify waves that can or cannot travel

through a vacuum 4. Compare and contrast transverse and

compressional waves 5. Describe the features of waves 6. Distinguish between wavelength, amplitude,

and frequency 7. Explain the relationship between wave

energy, wavelength, and wave frequency 8. Explain reflection, absorption, and refraction


1. Compare the spread of the gospel with the movement of waves.

2. II Peter 1:19


1. Create and observe waves using a rope, a slinky and water. Compare and contrast their attributes.

2. Complete “Try This 12-2”, Discover God’s World, p. 252.


4. Demonstrate reflection, absorption, and refraction.

RESOURCES:

1. Discover God’s World – p. 247-260 2. Glencoe Physical Science ’99 – Ch.

5.1; Ch. 18.1-18.2, p. 546-548


PHYSICAL SCIENCE

Cycle: 1 Upper

TOPIC: Energy/Waves Pacing: 1 day Electromagnetic Spectrum

3 of 8

OBJECTIVES:

1. Identify types of energy waves 2. Describe the organization of the

electromagnetic spectrum 3. Explain uses of each type of electromagnetic

wave


1. Compare visible light, being a small portion of the electromagnetic spectrum, to our senses, being limited compared to God’s perceptions.

2. II Kings 6:8-17 – There’s an unseen world around us.


1. Complete “Lab Activity 12-5”, Discover God’s World, Resource Book, p. R293.

RESOURCES:

1. Discover God’s World – p. 261-264 2. Glencoe Physical Science ‘99 –

Ch. 19.1


PHYSICAL SCIENCE

Cycle: 1 Upper

TOPIC: Sound Pacing: 3 days

4 of 8

OBJECTIVES:

1. Explain how a sound wave is different from a light wave

2. Analyze how the type of materials through which sound travels affects its speed

3. Distinguish between amplitude and pitch 4. Explain how reflection and refraction affect

sound 5. Explain how human vocal cords produce

sound 6. Describe how various musical instruments

produce sound 7. Identify examples of each group of

instruments 8. Explain the difference between music and

noise9. Describe sources of noise pollution 10. Explain how sound can damage the human

ear11. Identify ways to prevent hearing loss


1. Psalm 100; 150 – shout to the Lord – praise with musical sounds

2. Investigate how the gift of music (vocal and instrumental) demonstrates God’s love for us.

3. Discuss the impact of music on the emotions.


1. Perform and experiment to measure the speed of sound. Use a hammer, a block of wood, a measuring tape, and a stopwatch. Measure and graph the time it takes to hear the sound of a hammer struck on wood from varying distances. (This requires lots of room.)

2. Tie a spoon to the middle of a string. Hold the string in one ear and strike the spoon against a desk. Compare sound traveling through the string to the sound traveling through air.

3. Use an electronic tuner to measure the vibrations of various sounds.

RESOURCES:

1. Discover God’s World – p. 293-307 2. Glencoe Life Science ‘99 – Ch. 18


PHYSICAL SCIENCE

Cycle: 1 Upper

TOPIC: Light Pacing: 2 days General Information

5 of 8

OBJECTIVES:

1. Identify the speed of light 2. Identify a light-year 3. Describe the visible spectrum 4. Identify factors that affect the intensity of

light5. Distinguish between reflection and refraction

of light 6. Explain how a prism breaks white light into

different colors


1. Matthew 5:14-16 – We are the light of the world.

2. Discuss in what sense is God “Light”. 3. Discuss how reflected and radiated light

(e.g., sun and moon) is analogous to God as light and us as light.


1. Provided with mirrors, prisms, and beakers of water, demonstrate an understanding of reflection and refraction.

2. Use a refraction grid to observe and draw the color spectrum produced by a variety of light bulbs.

RESOURCES:


Ch. 19


PHYSICAL SCIENCE

Cycle: 1 Upper

TOPIC: Light Pacing: 2 days Colors

6 of 8

OBJECTIVES:

4. Identify the primary colors of paint and the primary colors of light

5. Explain how light absorption affects the color of objects


1. The colors others see us wear are colors that are reflected. Discuss how this relates to the spiritual characteristics that are reflected to others.


1. Predict what combination of colored glass pieces will block all light. Test your prediction.

2. Create a booklet or PowerPoint presentation explaining colors of light and paint.

RESOURCES:

1. Discover God’s World – p. 283-287 2. Glencoe Physical Science ’99 – Ch.

19.2; Ch. 20.5


PHYSICAL SCIENCE

Cycle: 1 Upper

TOPIC: Light Pacing: 3 days Mirrors/Lenses/Lasers

7 of 8

OBJECTIVES:

1. Compare and contrast plane, convex, and concave mirrors

2. Identify ways mirrors and lenses affect light 3. Compare and contrast convex and concave

lenses4. Explain how the lens in each eye allows you

to see 5. Given that waves (e.g., sound, light) carry

energy, compare and predict interactions of waves with matter

6. Explain how a laser works 7. Identify uses of lasers


1. Matthew 6:22-23 – The lamp of the body is the eye.


1. Find examples of convex and concave mirrors. Explain the usefulness of each.

2. Use a drop of water and a piece of plastic wrap to form a lens. Describe its affect on viewing printed text.

3. Combine mirrors and lenses to make objects appear larger or smaller. Record your designs and observations.

4. Create a laser display with a favorite Christian song.

RESOURCES:


Ch. 20


PHYSICAL SCIENCE

Cycle: 1 Upper


8 of 8

OBJECTIVES:

1. Define physical science 2. Explain the importance of physical science 3. Identify branches of physical science 4. List the physical science careers 5. Explore careers in the physical sciences 6. Critique racial and gender biases as they



1. Whatever your career, let your light shine.


1. Explore careers relating to heat/energy, sound and light.

RESOURCES:

1. Discover God’s World – p. 15, 17, 328

2. Glencoe Physical Science ‘99 –p. 28, 88, 118, 159, 240, 292, 309, 382, 406, 488, 582, 618, 668, 720


EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Meteorology Pacing: 1 day Weather & Climate: General Information

1 of 14

OBJECTIVES:

1. Define meteorology 2. Describe the purpose of various weather

instruments


1. Matthew 16: 2-3. Discern the signs of the times as you forecast the weather.


1. Gather as many weather instruments as you can among members of your group. Explain the purpose and functions of each instrument to the class.

RESOURCES:

1. Discover God’s World – p. 389-391 2. Glencoe Earth Science ‘02 – p. 299,

312-316


EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Meteorology Pacing: 2 days Weather & Climate: Weather Elements

2 of 14

OBJECTIVES:

1. Describe how clouds are formed 2. Describe four kinds of precipitation 3. Distinguish between cold and warm fronts 4. Identify characteristics of different storms 5. Make predictions about weather from

observed conditions and weather maps


1. I Kings 18: 41-45 – The coming of rain


1. Prepare four separate diagrams of weather fronts and four cards with the symbols meteorologists use for each front and, with a partner, match the diagrams to the symbols.

RESOURCES:

1. Discover God’s World – p. 408-413 2. Glencoe Earth Science ‘02 – p. 287-

290, 308-310, 317-321, 329-333


EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Meteorology Pacing: 2 days Weather & Climate: Climate

3 of 14

OBJECTIVES:

1. Distinguish between climate and weather 2. Define climatology 3. Identify factors that affect climate 4. Explain how sin altered Earth’s climate 5. Describe climatic factors that caused the Ice

Age6. Explain what causes Earth’s seasons


1. Genesis 3:17-18; 7:11-12 – the ground is cursed – rain begins to fall


1. Use a globe and a light source to demonstrate how the sun’s rays strike the earth more directly at the equator than the poles and how this is part of what causes seasons.

RESOURCES:


304, 369, 759-762


EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Meteorology Pacing: 1 day Atmosphere: General Information

4 of 14

OBJECTIVES:

1. Describe the atmospheric layers 2. Explain the heating effect of the sun’s

radiation 3. Explain the “greenhouse” effect 4. Describe how human activities affect the

Earth’s temperature 5. Identify evidence and show examples of

changes in the Earth’s atmosphere


1. Genesis 1:6-8 – God creates the atmosphere.


1. Grab a handful of air. What are you holding? What is air made of? Why are these substances not visible?

RESOURCES:


274, 275-277, 375-380


EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Meteorology Pacing: 1 day Atmosphere: Air Pressure

5 of 14

OBJECTIVES:

1. Explain air pressure 2. Describe how air pressure is measured 3. Explain how air pressure affects weather 4. Identify major factors responsible for air

movement5. Distinguish between local winds, global

winds, and the jet stream 6. Describe global winds 7. Explain how the jet stream affects weather


1. Revelation 7:1 – four winds blowing 2. John 3:8 – the wind is like the Spirit of

God.


1. Explain how jet streams have significant positive and negative effects on the aviation industry.

RESOURCES:

1. Discover God’s World – p. 398-4072. Glencoe Earth Science ‘02 – Ch. 12


EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Meteorology Pacing: 2 days Water (Hydrologic) Cycle

6 of 14

OBJECTIVES:

3. Describe the water cycle 4. Distinguish between condensation and

evaporation5. Relate internal and external sources of

energy in the Earth system to processes and cycles (e.g., air, water, land) occurring since the Earth’s origin


1. Isaiah 55:10-11 – Rain and snow are like God’s word.

2. Ecclesiastes 1:7 – Rivers flow into the sea, but the sea is not full.


1. Research the composition of clouds and explain why clouds are not made up of water vapor.

RESOURCES:

1. Discover God’s World – p. 385-3882. Glencoe Earth Science ‘02 – p. 211-

212, 290


EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Oceanography Pacing: 1 day World Ocean

7 of 14

OBJECTIVES:

1. Compare the amount of Earth’s surface covered with water to dry land

2. Identify the major oceans of the Earth 3. Explain the importance of echolocation to

the study of the oceans


1. Genesis 1:9-10 – Gathering of waters


1. Stretch string around the equator of a globe. Use a color marker to color the string that crosses the ocean. Measure the equator length. Measure and add all the colored sections of string. Divide the colored sections by the length of the equator. What percentage of the globe’s equator is land?

RESOURCES:


411


EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Oceanography Pacing: 1 day Sea Floor

8 of 14

OBJECTIVES:

1. Describe features of the sea floor 2. Compare the deep sea floor with the

continental shelf 3. Explain how sea floor sediment forms


1. Micah 7:19 – God casts our sins into the depths of the sea.


1. Construct a concept map linking the following terms: shelf, rise, abyssal, plains, ridge, ooze, mud, sand, fine, coarse, mixed organic and inorganic.

RESOURCES:


435


EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Oceanography Pacing: 1 day Environments

9 of 14

OBJECTIVES:

1. Describe regions of the ocean environment 2. Explain the importance of the intertidal

region


1. Discuss how the regions furthest from the sun are coldest and darkest. Discuss how this relates to us, when we try to move away from God.

2. Psalm 139:7-12 – God’s presence is everywhere including the remotest part of the sea.


1. Take a list of sea organisms and organize them into groups based on the ocean environment they live in—intertidal, neritic, oceanic regions.

RESOURCES:



EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Oceanography Pacing: 1 day Life

10 of 14

OBJECTIVES:

1. Distinguish between benthos, plankton, and nekton

2. Describe a marine food chain


1. Draw a parallel between James 1:5 and how plankton move about by wind, currents, and tides. Continue the parallel by contrasting plankton with nekton (strong swimmers).


1. Sort a group of sea creatures or pictures of them into three groups—benthos, nekton, and plankton.

RESOURCES:



EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Oceanography Pacing: 1 day Resources

11 of 14

OBJECTIVES:

1. Identify resources that can be obtained from the sea

2. Analyze people’s impact on the marine environment

3. Evaluate the importance of marine research


1. Matthew 13:47-50 – Kingdom of heaven is like a net cast into the sea

2. Deuteronomy 33:19 – Abundance of the sea is a blessing


1. Research products of the ocean and bring some of them to share with the class.

RESOURCES:



EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Oceanography Pacing: 1 day Seawater

12 of 14

OBJECTIVES:

1. Explain why seawater is salty 2. Define salinity 3. Identify factors that affect salinity


1. James 3:10-11 (KJV) – Fresh water vs. salt water

2. Matthew 5:13 – You are the salt of the earth


1. Simulate the formation of salt compounds from saltwater as it evaporates, using nametags for individual ions on individual students. Use the following numbers: 21 students, 10 Cl- tags, 8 Na+ tags, 2 Mg

2+ tags, 1 SO4

2 tags. Possible

compounds include: NaCl, MgCl2, Mg SO4, Na2SO4.

RESOURCES:


398


EARTH SCIENCE

Cycle: 1 Upper

TOPIC: Oceanography Pacing: 1 day Tides/Currents/Waves

13 of 14

OBJECTIVES:

Tides1. Explain the cause of tides 2. Distinguish between spring and neap tides Currents1. Explain the cause of surface currents 2. Explain the cause of density currents Waves1. Describe the movement of water molecules

in a wave 2. Describe features of ocean waves 3. Distinguish between a swell and a breaker 4. Identify land features formed by wave action5. Explain a tsunami


1. Isaiah 48:18 – Righteousness like the waves of the sea


1. Plot values from a tidal record data table measured over a 24-hour period. Estimate the approximate times and water levels of high tides and low tides.

2. Design a demonstration of surface and density currents. Explain their causes and demonstrate these concepts to the class.

3. Draw and label the parts of a wave.

RESOURCES:


404


EARTH SCIENCE

Cycle: 1 Upper


14 of 14

OBJECTIVES:

1. Define earth science 2. Explain the importance of earth science 3. Identify branches of earth science 4. List the earth and space science careers 5. Explore careers in the earth and space

sciences 6. Critique racial and gender biases as they



1. Discuss how a meteorologist is like/unlike a prophet.


1. Explore careers relating to meteorology and oceanography.

RESOURCES:



Cycle 2


Human Body

Organization 2 days

Sense Organs 3 days

Cells

General Information

Cell Theory & Characteristics 1 day

Teeth, Skeletal/Muscular System 5 days

Respiratory/Circulatory System 4 days

Structure

Cytoplasm & Nucleus/DNA 2 days

Immune System 1 day Relationship to Chemistry 1 day

1 day Processes 3 days

Human body

Organization 1 day

Sense Organs 2 days

Skeletal, Muscular & Integumentary Systems 2 days

Respiratory & Circulatory Systems 2 days

Nervous System 2 days

1 day

1st Qtr

Life

Science


16 Total


17 Total

Human Body

Digestive/Excretory System 2 days

Human Body

Digestive System 2 days

Excretory System 1 day Nutrition

Nutrients 2 days

Food Pyramid 2 days

Nutrition

Nutrients 2 days

Dietary Guidelines 1 day Food Pyramid & Dietary Guidelines 3 days

Safety/First Aid

Accidents 2 days

First Aid 2 days

Weight Issues

Body Composition, Weight/Calories/Metabolism & Eating

Disorders 3 days

Natural Disasters 1 day Safety/First Aid 3 days

Public Safety 2 days Accidents 1 day

Recreational Safety 1 day Natural Disasters 1 day

1 day 1 day

2nd Qtr

Health

Science


16 Total


17 Total

Magnetism 4 days Magnetism 4 days

Electricity


Electricity

Static & Current Electricity 3 days

Static Electricity 3 days Safety, Generation & Measurement 4 days

Current Electricity 4 days

1 day

Applications

Circuits, Cells/Batteries & Electronics 5 days

16 Total 1 day

3rd Qtr

Physical

Science



17 Total

Geology


Geology


Genesis Flood 2 days Genesis Flood & Ice Age 3 days

Earthquakes/Volcanoes 3 days Tectonics, Earthquakes & Volcanoes 4 days

Minerals/Rocks 3 days Minerals/Rocks 3 days

Erosion 2 days Erosion & Weathering 4 days

Weathering 2 days 1 day

1 day

4th Qtr

Earth

Science


16 Total


17 Total



LIFE SCIENCE

Cycle: 2 Upper

TOPIC: Cells Pacing: 1 day General Information: Cell Theory & Characteristics

1 of 10

OBJECTIVES:

Microscopes1. Explain why microscopes are useful 2. Identify the basic parts of the microscope Cell Theory1. Describe the development of the cell theory 2. Summarize the cell theory Characteristics1. Identify common characteristics of cells 2. Distinguish between eukaryotic and

prokayotic cells 3. Distinguish between plant and animal cells


1. Romans 1:20. Develop an appreciation of God’s design as shown in the structure of the cell.


1. Place a large drawing of a compound microscope on the bulletin board. Write the functions of each on 3x5 cards. Select a card, name the part, and point out the part on the drawing.

2. Write an analogy describing how the different parts of a cell are like parts of a machine or factory that make different products.

RESOURCES:

1. Explore God’s World – p. 34-43 2. AIMS, Magnificent Microworld

Adventures – p. 45-46, 48-62, 125 3. AIMS, Budding Botanist – p. 93-1064. Glencoe Life Science ‘99 – p. 31,

40-46


LIFE SCIENCE

Cycle: 2 Upper

TOPIC: Cells Pacing: 2 days Structure: Cytoplasm & Nucleus/DNA

2 of 10

OBJECTIVES:

Cytoplasm1. Identify the organelles found in the

cytoplasm 2. Describe the function of cell organelles Nucleus/DNA1. Explain the function of the nucleus 2. Distinguish between chromosomes, genes,

and DNA 3. Describe the relationship between DNA and

RNADesign1. Appreciate God’s design as shown in the

structure of the cell


1. Ephesians 4:16 2. Discuss how Christ is like the nucleus

of a cell. Consider how the nucleus controls the cell’s activities.


1. Observe animal cells (cheek cells) and plant cells (elodea) under a microscope. Study the similarities and differences. Write a conclusion that gives the differences between plant and animal cells.

2. Make a model of DNA or DNA replication, which includes RNA transcription.

RESOURCES:

1. Explore God’s World – p. 44-52 2. Discover God’s World – p. 27-30,

40-41 3. Glencoe Life Science ‘99 – p. 47-50,

94, 104-108 4. www.life.uiuc.edu/plantbio/cell/


LIFE SCIENCE

Cycle: 2 Upper

TOPIC: Cells Pacing: 1 day Structure: Relationship to Chemistry

3 of 10

OBJECTIVES:

1. Describe differences among atoms, elements, molecules, and compounds

2. Recognize the relationship between chemistry and life science

3. Compare inorganic and organic compounds


1. Just as people are built up together into the kingdom of God, atoms, elements, molecules, etc. are the building blocks of matter.


1. Make the silhouette of a human out of cardstock paper. Using a list of elements that compose the human body, divide the figure into sections that accurately represent element ratios.

RESOURCES:

1. Glencoe Life Science ‘99 – p. 64-70


LIFE SCIENCE

Cycle: 2 Upper

TOPIC: Cells Pacing: 3 days Processes

4 of 10

OBJECTIVES:

1. Identify basic cell functions 2. Explain cell respiration 3. Distinguish between passive and active

transport 4. Explain the difference between mitosis and

meiosis 5. Describe activities of the cell 6. Describe the process of photosynthesis 7. Explain how cells reproduce 8. Distinguish between the two types of cell

division9. Describe the structure of DNA 10. Explain the function of DNA 11. Describe how DNA duplicates itself


1. Discuss how human beings multiply. (They do it one cell at a time.) Genesis 1:28


1. Draw and label a model that represents the steps of mitosis or meiosis.

RESOURCES:

1. Explore God’s World – p. 53-62 2. Discover God’s World – p. 27-39 3. Glencoe Life Science ‘99 – p. 62-111 4. AIMS, Magnificent Microworld

Adventures – p. 63-69


LIFE SCIENCE

Cycle: 2 Upper

TOPIC: Human Body Pacing: 1 day Organization

5 of 10

OBJECTIVES:

1. Describe the organization of the human body

2. Identify basic types of tissues that make up the body

3. Identify organ systems that make up the body

4. Describe what each of the body’s organ systems does

5. Describe the unique creation of the human body

6. Analyze how sin has affected the human body


1. I Corinthians 12:12-27


1. Study an anatomical model and quiz classmates on organ names or bone names.

2. Compare and analyze the organ systems in several living things.

RESOURCES:

1. Discover God’s Creation – p. 157-169

2. Glencoe Life Science ‘99 – Chapter 21-26

3. www.quia.com/fc/65992.html4. AIMS, Jaw Breakers and Heart

Thumpers – p. 1-16


LIFE SCIENCE

Cycle: 2 Upper

TOPIC: Human Body Pacing: 2 days Sense Organs

6 of 10

OBJECTIVES:

1. Identify the parts of the eye 2. Describe functions of each part of the eye 3. Explain how sight occurs 4. Distinguish between rod and cone cells 5. Identify ways to prevent eye damage 6. Identify the parts of the ear 7. Describe functions of each part of the ear 8. Identify ways to prevent ear damage 9. Explain how taste is perceived 10. Explain how smell is perceived 11. Explain how touch is detected


1. Discuss how sense organs function as “avenues to the soul.”


1. Stand between two vertical lines on a board. Stand between them three minutes with eyes open, then three minutes with eyes closed. When was balance easier to maintain? How is balance maintained?

RESOURCES:



3. www.hhmi.org/senses/


LIFE SCIENCE

Cycle: 2 Upper

TOPIC: Human Body Pacing: 2 days Skeletal, Muscular & Integumentary Systems

7 of 10

OBJECTIVES:

Skeletal System1. Identify major bones of the body 2. Describe functions of the skeletal system 3. Describe types of joints 4. Explain the function of cartilage and ligaments 5. Describe the way bone develops 6. Identify how to care for the skeletal system Muscular System1. Identify major muscles 2. Distinguish between voluntary and involuntary

muscles3. Describe three types of muscles 4. Identify ways of caring for the muscular system Integumentary System1. Describe the structure of the skin 2. Identify the function of the skin 3. Describe the proper care of the skin 4. Describe the proper care of the nails and hair 5. Identify causes of acne 6. Describe ways of protecting the skin from the

effects of the sun


1. Ezekiel 37:1-7


1. Put hand in a clear plastic bag and tape it closed. Observe what happens to the bag during fifteen minutes. Do you always sweat?

RESOURCES:

1. Discover God’s Creation – p. 171-181, 227-234

2. Glencoe Life Science ‘99 – p. 572-597 3. www.madsci.org4. AIMS, Jaw Breakers and Heart Thumpers

– p. 29-48


LIFE SCIENCE

Cycle: 2 Upper

TOPIC: Human Body Pacing: 2 days Respiratory & Circulatory Systems

8 of 10

OBJECTIVES:

Respiratory System1. Identify parts of the respiratory system 2. Describe the function of mucus 3. Describe the pathway air travels as it moves

in and out of the body 4. Describe the function of the larynx 5. Describe the lungs 6. Explain the process of breathing 7. Describe effects of tobacco on the lungs 8. Identify ways of keeping your lungs healthy Circulatory System1. Describe the flow of blood through the heart 2. Compare three types of blood vessels 3. Identify components of blood 4. Describe functions of blood 5. Identify main blood types 6. Analyze ways of protecting the circulatory

system


1. Ezekiel 37:9-10 2. Genesis 2:7 3. Leviticus 17:11


1. Fill a large dishpan with water. Put an empty one next to it. Use a 150-milliliter cup. Try to bail water at 70 cups per minute. Explain how this relates to the action of the heart which pumps blood at this rate (resting heart rate).

RESOURCES:


2. Glencoe Life Science ‘99– p. 624-665 3. http://yucky.kids.discovery.com/4. AIMS, Magnificent Microworld Adventures

– p. 114-119 5. AIMS, Jaw Breakers and Heart Thumpers

– p. 26-28 6. AIMS, Soap Films and Bubbles –

p. 102-104


LIFE SCIENCE

Cycle: 2 Upper

TOPIC: Human Body Pacing: 2 days Nervous System

9 of 10

OBJECTIVES:

1. Describe parts of the nervous system 2. Identify body functions controlled

automatically by the nervous system 3. Describe the parts of the neuron 4. Identify types of neurons 5. Explain how neurons relay messages 6. Identify areas of the brain 7. Describe how a reflex works 8. Analyze ways of protecting the nervous

system 9. Identify main kinds of thinking 10. Analyze how human beings’ ability to think

differs from animals’ ability


1. Discuss how our minds work and how we can use our minds to love God. Matthew 22:37


1. Design a physical representation of how fast a nerve impulse travels (100 m/sec).

RESOURCES:

1. Discover God’s Creation – p. 187-201 2. Glencoe Life Science ‘99 – p. 676-687 3. http://faculty.washington.edu/chudler/ne

urok.html


LIFE SCIENCE

Cycle: 2 Upper


10 of 10

OBJECTIVES:

1. Explain the importance of life science 2. Identify branches of life science 3. List Biological careers 4. Explore careers in the biological sciences 5. Critique racial and gender biases as they

relate to life science careers


1. Studying life science is studying the creator of all things. John 1:4


1. Explore careers relating to cells and the human body.

RESOURCES:



HEALTH SCIENCE

Cycle: 2 Upper

TOPIC: Human Body Pacing: 2 days Digestive System

1 of 9

OBJECTIVES:

1. Identify the parts of the digestive system 2. Describe the basic function of the digestive

system 3. Describe the role of the mouth in digestion 4. Describe the function of saliva 5. Explain peristalsis 6. Describe the stomach’s role in digestion 7. Explain the small intestine’s role in digestion8. Compare and contrast intestinal juice,

pancreatic juice, and bile 9. Identify the main function of the large

intestine10. Explain the importance of fiber 11. Describe functions of the liver 12. Explain the role of the pancreas in digestion 13. Explain the importance of insulin


1. Discuss how spiritual food is digested.


1. Fill two glasses with warm water. Add a large spoonful of oil to both. Add a little dish soap to one. Stir both. Compare what happens in both and describe how emulsification changes the surface area of drops.

2. Complete “Try This 16-2A” and “Try This 16-2B”, Discover God’s Creation,p. 287.

RESOURCES:

1. Discover God’s Creation – p. 283-299 2. Glencoe Science Interactions ‘98,

Course 3 – p. 351-362 3. Glencoe Life Science ‘99 – p. 612-623 4. AIMS, Jaw Breakers and Heart

Thumpers – p. 23-25


HEALTH SCIENCE

Cycle: 2 Upper

TOPIC: Human Body Pacing: 1 day Excretory System

2 of 9

OBJECTIVES:

1. Explain the importance of the excretory system

2. Identify the parts of the excretory systems 3. Describe functions of each part of the

excretory system


1. Mark 7:18-23


1. Find ways to filter a sample of muddy water. Write the procedure as an analogy of how nephrons filter in the kidneys.

RESOURCES:




HEALTH SCIENCE

Cycle: 2 Upper

TOPIC: Nutrition Pacing: 2 days Nutrients

3 of 9

OBJECTIVES:

1. Identify basic nutrients 2. Describe the importance of each nutrient 3. Explain what is meant by RDA


1. John 6:35


1. Search for the perfect food, which contains all the essential amino acids. (None exist.)

RESOURCES:

1. Discover God’s Creation – p. 305-309 2. Glencoe Life Science ‘99 – p. 598-623


HEALTH SCIENCE

Cycle: 2 Upper

TOPIC: Nutrition Pacing: 3 days Food Pyramid & Dietary Guidelines

4 of 9

OBJECTIVES:

Food Pyramid1. Explain the food pyramid 2. Identify food groups necessary for a

balanced diet 3. Identify food group sources 4. Explain how each food group benefits the

bodyDietary Guidelines1. Identify the seven dietary guidelines 2. Explain why following the dietary guidelines

are important to your health 3. Explain how food labels help you make good

food choices


1. Matthew 4:2-4 2. Develop a food pyramid for spiritual

food. Include movies, compact disks, games, books, etc.


1. Arrange a group of puzzle pieces into a pyramid that reflects the proper ratios of food groups that should be consumed.

2. Record information from labels in a grocery store and find foods that fulfill the requirements in the dietary guidelines.

3. Analyze and/or evaluate various nutritional plans for humans.

RESOURCES:


2. Glencoe Life Science ‘99 – p. 608 3. AIMS, Jaw Breakers and Heart

Thumpers – p. 17-22, 49-95


HEALTH SCIENCE

Cycle: 2 Upper

TOPIC: Weight Issues Pacing: 3 days

5 of 9

OBJECTIVES:

Body Composition & Weight1. Compare and contrast fat and lean tissue 2. Define body composition 3. Explain what is meant by desirable weight Calories/Metabolism1. Define calorie 2. Explain the relationship between calories

and metabolic rate 3. Explain how weight can be managed Eating Disorders1. Identify common eating disorders 2. Explain dangers of eating disorders


1. Discuss why “fatness” is a good thing in the Bible. Isaiah 55:1-2


1. Search for calorie charts that show how many calories are burned for several activities. Name some food products that have the same calorie values.

RESOURCES:



HEALTH SCIENCE

Cycle: 2 Upper

TOPIC: Safety/First Aid Pacing: 3 days

6 of 9

OBJECTIVES:

1. Define first aid 2. Explain why some emergency procedures

should not be attempted without training 3. Identify ways of responding to medical

emergencies 4. Explain why some injuries should be given

priority 5. Describe first aid procedures for blocked air

passage, bleeding, poisoning, and shock 6. Describe the Heimlich maneuver 7. Describe first aid treatment for burns,

fractures, concussion, fainting, insect bites or stings, snake bite, seizures, and eye injury

8. Describe first aid procedures for the effects of extreme temperatures


1. Numbers 21:6-9 2. II Kings 4:32-37 3. Luke 22:49-51


1. Demonstrate skill mastery for the first aid procedures and treatments listed in the objectives.

RESOURCES:



HEALTH SCIENCE

Cycle: 2 Upper

TOPIC: Accidents Pacing: 1 day

7 of 9

OBJECTIVES:

1. Identify major causes of accidental death 2. Describe ways of preventing falls 3. Describe how to prevent injuries caused by

fire4. Identify ways of preventing suffocation 5. Identify household poisons 6. Describe ways of preventing poisoning 7. Describe gun safety 8. Explain how to be safe when involved in

recreational activities


1. Discuss how sin is like poison. Acts 20:9-12

2. Acts 20:9-12


1. Perform a school safety check.

RESOURCES:



HEALTH SCIENCE

Cycle: 2 Upper

TOPIC: Natural Disasters Pacing: 1 day

8 of 9

OBJECTIVES:

1. Identify common natural disasters 2. Identify appropriate safety procedures to

prepare for disasters 3. Identify organizations involved in disaster

relief4. Analyze reasons for Seventh-day Adventist

involvement in disaster relief


1. Discuss whether the seven last plagues are natural disasters.

2. Develop a class project to help people currently experiencing a disaster.


1. Plan and execute a fire drill and tornado drill.

2. Volunteer to help at a disaster relief organization.

3. Find and investigate ADRA Web site.

RESOURCES:



HEALTH SCIENCE

Cycle: 2 Upper


9 of 9

OBJECTIVES:


relate to health science careers


1. Matthew 25:32-46


1. Explore careers relating to nutrition/weight and safety.

RESOURCES:



PHYSICAL SCIENCE

Cycle: 2 Upper

TOPIC: Magnetism Pacing: 4 days

1 of 5

OBJECTIVES:

1. Describe the historical use of magnets 2. Describe characteristics of magnets 3. Distinguish between magnets and magnetic

fields4. Explain what causes magnetism 5. Distinguish between permanent and

temporary magnets 6. Identify substances from which magnets are

made7. Describe the relationship between

magnetism and electricity 8. Identify uses of electromagnets 9. Distinguish between the function of an

electric motor and an electric generator 10. Describe the Earth’s magnetic field 11. Explain how the Earth’s magnetic field helps

mankind 12. Explain what causes auroras


1. Discuss how Jesus draws us to God. John 12:32, James 4:8


1. Using a magnet, discover and list magnetic and non-magnetic materials.

2. Sketch magnetic fields of different magnets and iron filings.

3. Use wire, a battery, and a nail to create an electromagnet. Discuss its advantages over a natural magnet.

RESOURCES:

1. Discover God’s Creation – p. 443-457 2. Glencoe Physical Science – p. 622-645 3. http://ippex.pppl.gov/4. AIMS, Electrical Connections –

p. 61-62, 69-80 5. AIMS, Mostly Magnets – all pages


PHYSICAL SCIENCE

Cycle: 2 Upper

TOPIC: Electricity Pacing: 3 days Static & Current Electricity

2 of 5

OBJECTIVES:

Static Electricity1. Identify the cause of electrical force 2. Describe ways static charge is produced 3. Explain how electroscope measures static

electricity 4. Describe the interaction of charged objects

Current Electricity1. Describe electric current 2. Distinguish between alternating and direct

current 3. Distinguish between insulators and

conductors 4. Explain the effect of resistance on current 5. Distinguish between voltage and amperage


1. Compare the Holy Spirit to electricity.


1. Use two balloons, string and a wool cloth to demonstrate to a younger student that unlike charges attract and like charges repel.

2. Given a plastic comb, eraser, pencil, plastic bag, plastic cup, toothpick and water, separate a mixture of salt and pepper.

3. Use a copper wire (or aluminum foil), a D-cell, and a flashlight bulb to discover materials that are conductors or insulators.

RESOURCES:

1. Discover God’s Creation – p. 397-408 2. Glencoe Physical Science – p. 590-600 3. http://jersey.uoregon.edu/4. AIMS, Electrical Connections – p. 1-28,

40-43 5. AIMS, Popping with Power – p. 80-104


PHYSICAL SCIENCE

Cycle: 2 Upper

TOPIC: Electricity Pacing: 4 days Safety, Generation & Measurement

3 of 5

OBJECTIVES:

Safety1. Describe electrical safety precautions Generation1. Explain how a generator produces electricity2. Identify sources of energy used to power

generators 3. Explain the purpose of transformers Measurement1. Describe how electricity is measured 2. Define watt, watt-hour, and kilowatt-hour 3. Identify ways of conserving electricity


1. Discuss how “faith” in electricity is like faith in God.


1. Complete “Class Activity” 22:1, Discover God’s Creation, p. 427.

2. Research power sources and choose one for your community. Defend your choice.

RESOURCES:


2. Glencoe Physical Science – p. 614-617


PHYSICAL SCIENCE

Cycle: 2 Upper

TOPIC: Electricity Pacing: 5 days Applications: Circuits, Cells/Batteries & Electronics

4 of 5

OBJECTIVES:

Circuits1. Define a circuit 2. Distinguish between series and parallel circuits 3. Explain the purpose of fuses and circuit breakersCells/Batteries1. Distinguish between electrical cells and batteries2. Distinguish between dry and wet electrical cells 3. Compare and contrast rechargeable and non-

rechargeable dry cells Electronics1. Define electronics 2. Identify the historical development of electronics 3. Analyze the impact of electronics 4. Describe how computers have benefited society 5. Explain the advantage of the human mind over

the computer


1. Discuss which battery best describes your faith: non-rechargeable, rechargeable or solar.


1. Experiment with a D-cell, flashlight bulb and a wire to develop criteria for an electrical circuit.

2. Given a variety of series and parallel circuits, predict and test bulb brightness. Record the results.

RESOURCES:


2. Glencoe Physical Science – p. 608-613, 646-671

3. AIMS, Electrical Connections –p. 29-39, 44-60, 63-68

4. AIMS, Off the Wall Science – p. 82-84


PHYSICAL SCIENCE

Cycle: 2 Upper


5 of 5

OBJECTIVES:




1. Discuss the use of electronics in spreading the gospel.


1. Explore careers relating to magnetism and electricity.

RESOURCES:


2. Glencoe Physical Science – p. 8, 9


EARTH SCIENCE

Cycle: 2 Upper

TOPIC: Geology Pacing: 2 days Earth’s Features

1 of 6

OBJECTIVES:

1. Identify Earth’s characteristics 2. Identify important features of the Earth’s

surface 3. Identify Earth’s movements 4. Distinguish between rotation and revolution 5. Identify layers of the Earth 6. Compare and contrast the layers of Earth 7. Analyze the effect of Earth’s gravity 8. Analyze the effect of Earth’s magnetism 9. Describe topographical features of the Earth10. Explain how points on the Earth’s surface

are located


1. Psalm 102:25 2. Discuss the analogy of Jesus as the

sun, you as a planet, and people who follow your example as moons orbiting your planet.

3. Discuss how God’s moral law is like the law of gravity.


1. Use two younger students to demonstrate Earth’s rotation and revolution.

2. Use clay or other materials to make a model of Earth’s layers.

3. As a visitor from another planet, write a report describing the planet Earth.

RESOURCES:

1. Discover God’s Creation – p. 27-41 2. AIMS, Finding Your Bearings –

p. 1-17 3. AIMS, Overhead and Underfoot –

p. 78


EARTH SCIENCE

Cycle: 2 Upper

TOPIC: Geology Pacing: 3 days Genesis Flood & Ice Age

2 of 6

OBJECTIVES:

Interpreting Evidence1. Identify the work of scientists 2. Explain how assumptions influence the

interpretations of scientists 3. Distinguish between the assumptions of

creationists and evolutionists Genesis Flood1. Identify evidences of the Flood 2. Explain the importance of sedimentary

deposits to the study of Earth’s history 3. Describe how the Flood affected the Earth Ice Age1. Describe evidence that supports the Ice Age2. Explain a creationist’s interpretation of the

Ice Age


1. Genesis 6-8


1. Locate earth’s major fossil deposits and discuss how they may have formed.

RESOURCES:

1. Discover God’s Creation – p.110-111, 117-131


EARTH SCIENCE

Cycle: 2 Upper

TOPIC: Geology Pacing: 4 days Tectonics, Earthquakes & Volcanoes

3 of 6

OBJECTIVES:

Tectonics1. Describe Pangea 2. Describe the continental drift theory 3. Analyze evidences that support the theory of

continental drift 4. Describe sea floor spreading 5. Explain the importance of sea floor spread to

continental drift 6. Describe the theory of plate tectonics 7. Explain how convection currents and plumes cause

plates to move 8. Distinguish between types of plate boundaries 9. Explain how plate tectonics correspond with the Bible

record Earthquakes1. Explain how earthquakes are caused 2. Distinguish between types of earthquake faults 3. Identify a tsunami 4. Explain how earthquakes are located 5. Compare and contract types of earthquake waves 6. Describe how earthquakes are measured Volcanoes1. Explain how volcanoes form 2. Describe features of volcanoes


1. Discuss the connections, if any, between these Bible earthquakes: Exodus 19:18; Matthew 27:50-51; Matthew 24:7.

2. Discuss the possible occurrence of Pangea breaking up into continents during Peleg’s lifetime. Genesis 10:25


1. Design a Pangea or Earth’s plates puzzle and have a younger student assemble it.

2. Complete “Class Activity 4:3”, Discover God’s Creation, p. 76.

3. Make a model volcano.

RESOURCES:

1. Discover God’s Creation – p. 47-77 2. AIMS, Finding Your Bearings – p. 23-29


EARTH SCIENCE

Cycle: 2 Upper

TOPIC: Geology Pacing: 3 days Minerals/Rocks

4 of 6

OBJECTIVES:

1. Explain the relationship between elements, compounds, and minerals

2. Identify features common to all minerals 3. Describe how mineral deposits form 4. Describe common tests used to identify

minerals5. Identify common minerals 6. Describe a mixture 7. Distinguish between rocks and minerals 8. Describe the three types of rock 9. Explain the rock cycle


1. Discuss what kind of rock best represents Jesus, and what kind would best represent you.


1. Given a variety of rocks, identify them using hardness, color, streak, luster, cleavage, magnetism, acid and diffraction.

2. Classify a variety of rocks as igneous, sedimentary, and metamorphic.

3. Identify characteristics and/or patterns of rocks and soil.

RESOURCES:

1. Discover God’s Creation – p. 132-147 2. AIMS, Overhead and Underfoot –

p. 64-71


EARTH SCIENCE

Cycle: 2 Upper

TOPIC: Geology Pacing: 4 days Erosion & Weathering

5 of 6

OBJECTIVES:

Erosion1. Identify features created by ground water erosion 2. Identify features created by runoff water erosion 3. Identify features created by wave erosion 4. Describe features created by wind 5. Describe features created by gravity 6. Distinguish between continental and valley

glaciers 7. Describe features created by glaciers Weathering1. Distinguish between weathering and erosion 2. Compare and contrast physical and chemical

weathering 3. Identify forces of physical weathering 4. Describe forces of chemical weathering 5. Explain how soil forms 6. Describe soil layers 7. Identify major soil types 8. Identify influential factors of soil types unique to an

area


1. Matthew 7:24-27


1. Find the rate at which the Mississippi River delta is filling the Gulf of Mexico. Predict how many years it would take to fill the Gulf.

2. Design a model to demonstrate one of the following forms of erosion: ground water, runoff water, wave, wind, glaciers.

RESOURCES:

1. Discover God’s Creation – p. 83-111 2. AIMS, Overhead and Underfoot –

p. 72-77 3. AIMS, Water Precious Water –

p. 66-73


EARTH SCIENCE

Cycle: 2 Upper


6 of 6

OBJECTIVES:



relate to earth science careers


1. Discuss the role of Christian geologists in exploring the creation/evolution issue.


1. Explore careers relating to geology.

RESOURCES:



Cycle 3


Animals

Classification 2 days

Simple Animals

Invertebrates 1 day

Growth/Development/Behavior 4 days Sponges, Cnidarins & Worms 2 days

Organisms 3 days Mollusks & Echinoderms 1 day

Invertebrates/Worms 1 day Arthropods

Insects/Arthropods 3 days General Characteristics 1 day

Arachnids 1 day Insects & Arachnids 2 days

Centipedes/Millipedes & Crustaceans 1 day Genetics

Inheritance 1 day Monerans (Bacteria) 2 days

Life Science Scope & Careers 1 day Protista

16 Total General Information, Algae &

Protozoans 2 days

Fungi 1 day

Viruses

General Information & HIV/AIDS 1 day

Genetics

Nucleus & Genetic Engineering 1 day

Inheritance 1 day


1st Qtr

Life Science

17 Total

Drugs


Drugs


Inhalants/Alcohol/Nicotine 2 days Effects 2 days

Drugs/Effects 2 days Decision Making 3 days

Medicines 3 days Human Sexuality

Health Principles 2 days Sexual Feelings 3 days

Biblical Principles 1 day God’s Plan & Sexual Issues 3 days

Natural Laws 2 days Sexual Behavior 3 days

Human Sexuality 1 day Health Science Scope & Careers 1 day

Health Science Scope & Careers 1 day 17 Total

2nd Qtr

Health

Science

16 Total

Force 3 days Force

Friction/Gravity/Inertia 6 days Basic Force 2 days

Motion 5 days Gravity 3 days

Physical Science Scope & Careers 2 days Mass/Weight 2 days

16 Total Elastic, Nuclear & Electric/Magnetic 1 day

Friction 3 days

Motion

Basic Motion 3 days

Laws of Motion 2 days

Physical Science Scope & Careers 1 day

17 Total

3rd Qtr

Physical

Science

Origin of the Universe 1 day Origin of the Universe 1 day

Astronomy

History 1 day

Astronomy

Introduction

Space Exploration 4 days History & Space Exploration 2 days

Solar System Telescopes & Electromagnetic

General Information 5 days Radiation 2 days

Sun/Stars 1 day Solar System

Moon 1 day General Information 1 day

Asteroids/Meteoroids & Comets 1 day Sun 1 day

The Universe Moon 1 day

Constellations 1 day Planets 2 days

Earth Science Scope & Careers 1 day Asteroids, Meteoroids & Comets 1 day

16 Total The Universe

Light Year & Magnitude 1 day

Stars 2 days

Constellations 1 day

Galaxies 1 day

Earth Science Scope & Careers 1 day

4th Qtr

Earth

Science

17 Total

* Note: The pacing is based on one hour per day. Copyright North American Division, Seventh-day Adventist church, nadeducation.org, USA (301) 680 6447

LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Simple Animals Pacing: 1 day Invertebrates

1 of 13

OBJECTIVES:

1. Distinguish between vertebrates and invertebrates

2. Identify several phyla of invertebrates 3. Distinguish between bilateral and radial

symmetry


1. Genesis 1:20-25 2. Discuss examples of symmetry in

personality, lifestyle, and character. 3. An exoskeleton/endoskeleton provides

strength, support, and protection as God does.


1. Illustrate both bilateral and radial symmetry using several invertebrates of choice.

RESOURCES:

1. Explore God’s World – p. 141-145 2. Glencoe Life Science ‘99 – p. 345-

347


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Simple Animals Pacing: 2 days Sponges, Cnidarians & Worms

C

2 of 13

OBJECTIVES:

Sponges1. Identify characteristics of sponges 2. Describe the structure of sponges 3. Explain how sponges get their food 4. Explain regeneration Cnidarians1. Identify characteristics of cnidarians 2. Compare the two body forms of cnidarians 3. Explain how cnidarians get their good 4. Explain how coral is different from other

cnidariansWorms1. Distinguish between major phyla of worms 2. Describe representative examples of worms


1. Sponges filter out food from their environment. Discuss how we filter out spiritual food from our environment.

2. Satan is a predator that leaves us paralyzed spiritually just as cnidarians leave their prey defenseless by stinging. I Corinthians 15: 54-57

3. Discuss the meaning of Psalm 22:6 (worms).


1. Create a flip-art book to show regeneration in a sponge.

2. Illustrate an undersea scene that includes several examples of cnidarians. Show both of the body forms and show how the organisms get their food in the illustration.

3. Propose “What if…?” questions regarding how flatworms will regenerate when they are cut. Design and test the questions, and cite and justify appropriate safety precautions.

RESOURCES:


363, 375-381


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Simple Animals Pacing: 1 day Mollusks & Echinoderms

3 of 13

OBJECTIVES:

Mollusks1. Describe characteristics of mollusks 2. Explain how mollusks get their food 3. Explain how mollusks are classified 4. Identify the major classes of mollusks 5. Identify examples of each mollusk class Echinoderms1. Describe characteristics of echinoderms 2. Explain how tube feet work 3. Identify the major classes of echinoderms


1. Proverbs 6:6 (sluggard refers to slow slug/snail)

2. Discuss the analogy of starfish holding fast to its food (clams) and us holding fast to God. Deuteronomy 4:4


1. Prepare an instructional tool to teach younger students how tube feet work. Show the sequence of steps by creating a PowerPoint presentation, booklet, chart/poster, etc.

2. Dissect a starfish. 3. Create an imaginary mollusk. Describe

its characteristics in a poem and have classmates identify which class of mollusks to which it belongs.

RESOURCES:


394


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Arthropods Pacing: 1 day General Characteristics

4 of 13

OBJECTIVES:

1. Describe characteristics of arthropods 2. Describe the function of an exoskeleton 3. Explain the process of molting 4. Identify the major classes of arthropods


1. Compare molting with conversion: old ways are shed, true change comes from within, we are vulnerable while waiting for new skin to harden, and the process occurs because of growth. Colossians 3:8-14


1. Identify arthropods from a large sample of animals.

RESOURCES:


389


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Arthropods Pacing: 2 days Insects & Arachnids

5 of 13

OBJECTIVES:

Insects1. Identify characteristics of insects 2. Distinguish between incomplete and

complete metamorphosis 3. Identify common insect orders and examples4. Explain how insects are helpful and harmful Arachnids1. Describe characteristics of arachnids 2. Explain how spiders are different from other

arachnids


1. II Corinthians 5:17 2. Discuss, and research in Spirit of

Prophecy, statements regarding how all creation is unselfish and serves others with the exception of fallen humans.

3. Parallel the ways spiders get their prey with soul-winning (some wait for prey, some go after prey and grab it). Jude 22-23


1. Go on a “bug hunt.” Collect and identify insects and arachnids.

2. Illustrate the stages of metamorphosis in several examples of insects.

3. Research a disease-carrying insect. Provide a solution for preventing the disease that is appropriate for the life cycle of the insect.

RESOURCES:


391


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Arthropods Pacing: 1 day Centipedes/Millipedes & Crustaceans

6 of 13

OBJECTIVES:

Centipedes/Millipedes1. Distinguish between centipedes and

millipedes Crustaceans1. Describe characteristics of crustaceans 2. Identify examples of crustaceans


1. Centipedes and millipedes look harmful, but they aren’t a real threat to humans. It is important to not make judgments based on appearances. John 7:24

2. Centipedes have fewer legs than millipedes but they move faster. Discuss how God can accomplish much when we have less. Review the story of Gideon.

3. Compare how barnacles cement themselves to hard surfaces with how Jesus is our foundation.


1. Complete a Venn diagram that compares and contrasts centipedes and millipedes.

RESOURCES:


389


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Monerans (Bacteria) Pacing: 2 days

7 of 13

OBJECTIVES:

Bacteria (Moneran Kingdom)1. Describe the main groups of bacteria 2. Explain how bacteria reproduce 3. Identify conditions that influence bacterial growth 4. Describe harmful and beneficial effects of bacteria 5. Identify characteristics of bacteria 6. Distinguish between cyanobacteria and other

bacteria


1. Bacteria need the right conditions to grow as endospores. Discuss the conditions that Christians need to grow.

2. Compare how bacteria are found everywhere, even in harsh conditions, with how God has witnesses in all places.

3. Sing the song “Nothing but the Blood of Jesus.” Discuss how bacteria can be difficult to eradicate, but specific agents can kill bacteria. Compare bacteria with sin.


1. Write a brief report on a current topic in the media involving bacteria and present the report to the class.

2. Observe slides of bacteria using a microscope (pre-prepared slides or homemade slides from bacteria cultures) and identify the type of bacteria.

RESOURCES:


223


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Protista Pacing: 2 days General Information, Algae & Protozoans

8 of 13

OBJECTIVES:

General Information1. Identify characteristics of protists Plant-like Protists (Algae) 1. Identify characteristics of the major

divisions of algae Animal-like Protists (Protozoans) 1. Identify characteristics of the major phyla

of protozoans 2. Describe methods of movement in

protozoans Fungus-like Protists1. Identify characteristics of the major phyla

of fungus-like protists


1. Algae is a food source and major oxygen source in the world. Small is not insignificant. Zechariah 4:9-10


1. Examine a sample of pond water under a microscope. Identify the protists.

2. Write a brief essay on “If I Were a Protozoan.” Describe what kind you would be and why. (You may also choose “If I Were an Algae.”)

RESOURCES:


239


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Fungi Pacing: 1 day

9 of 13

OBJECTIVES:

1. Identify characteristics of fungi 2. Explain how fungi get their food 3. Distinguish between the three main

groups of fungi


1. Decomposers bring new life. Discuss with regard to spiritual new life.

2. Discuss how Christians are like leaven. I Corinthians 5:6

3. Discuss the symbolism of sin as leaven.


1. Have a “fungus feast.” Bring food that contains a fungus.

RESOURCES:


245


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Viruses Pacing: 1 day General Information & HIV/AIDS

10 of 13

OBJECTIVES:

General Information1. Identify characteristics of viruses 2. Describe the basic structure of viruses 3. Describe how viruses are classified 4. Explain how viruses reproduce Viral Disease1. Explain how viruses cause disease 2. Explain how vaccines prevent some

diseases caused by viruses HIV/AIDS1. Describe the body’s immune system 2. Explain how HIV attacks the immune

system 3. Explain how HIV causes AIDS


1. How they replicate and take over the cell compared with the influence of sin and how it ultimately destroys us.

2. Discuss how we have been vaccinated against sin by the cross—the disease of sin should be dead in us. Romans 6:5-14.


1. Illustrate active viral reproduction from attachment to release in the form of a comic book, video, or PowerPoint presentation.

RESOURCES:

1. Explore God’s World – p. 97-109 2. Glencoe Life Science ‘99 – p. 32-39


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Genetics Pacing: 1 day Nucleus & Genetic Engineering

11 of 13

OBJECTIVES:

Nucleus1. Explain the importance of the nucleus 2. Distinguish between a gene and a

chromosome Genetic Engineering1. Explain genetic engineering 2. Analyze the impact of genetic engineering


1. Discuss the analogy of chromosomes as the body of Christ, with genes as the members with various gifts/functions. The parts function together for the good of all.

2. Discuss the possibility of genetic engineering in the antediluvian era.

3. Discuss how God has given the knowledge of genetic engineering and people must choose to use this knowledge for good or evil.


1. Complete a chromosome map for a simple organism.

2. Collect information on genetic engineering and propose a solution to one moral or legal issue related to the topic.

RESOURCES:

1. Explore God’s World – p. 51-52, 87-91

2. Glencoe Life Science ‘99 – p. 94, 104-108, 112, 142-143, 331-333


LIFE SCIENCE

Cycle: 3 Upper

TOPIC: Genetics Pacing: 1 day Inheritance

12 of 13

OBJECTIVES:

1. Explain the difference between heredity and genetics

2. Describe the importance of Gregor Mendel’s contribution to genetics

3. Distinguish between dominant and recessive traits

4. Explain the law of inheritance 5. Distinguish between genotype and

phenotype 6. Explain how traits are inherited 7. Explain how sex is determined in humans 8. Distinguish between dominant and recessive

inheritance 9. Explain incomplete dominance 10. Identify traits that are related to sex 11. Explain a mutation 12. Distinguish between gene mutations and

chromosome mutations 13. Describe factors that can cause mutations


1. God created plants and animals to reproduce after its kind; He established law of heredity. People have an inherited tendencies to good and evil. Genesis 1:24-25.

2. Exodus 20:4-6


1. Research mutations that occur as a result of human action (as opposed to naturally occurring mutations). What are the causes? Can the mutations be transmitted to offspring?

RESOURCES:

1. Explore God’s World – p. 70-86 2. Glencoe Life Science ‘99 – p. 109,

120-147


LIFE SCIENCE

Cycle: 3 Upper


13 of 13

OBJECTIVES:

1. Explain the importance of life science 2. Identify branches of life science 3. List biological careers 4. Explore careers in the sciences 5. Critique racial and gender biases as they

relate to life science careers


1. Discuss the moral issues faced by Christians experimenting with living organisms.


1. Explore careers relating to invertebrates, arthropods, bacteria, protista, fungi, viruses and genetics.

RESOURCES:

1. Explore God’s World – p. 202-203 2. Glencoe Life Science ‘99 – p. xxvi,

114, 146, 250, 308, 334, 364, 408, 448, 534, 620, 698, 724


HEALTH SCIENCE

Cycle: 3 Upper

TOPIC: Drugs Pacing: 2 days General Information

1 of 7

OBJECTIVES:

1. Define drug 2. Define inhalant 3. Describe effects of inhalants on the body 4. Distinguish between legal and illegal drugs 5. Identify why people abuse drugs


1. Considering that the mind is the vehicle through which God reaches us, discuss the significance of inhalants destroying brain cells. Philippians 4:8


1. Use research data on pain or allergy medications to choose and defend a specific product.

2. Analyze advertisements for several drugs.

RESOURCES:



HEALTH SCIENCE

Cycle: 3 Upper

TOPIC: Drugs Pacing: 2 days Effects

2 of 7

OBJECTIVES:

1. Identify factors, which determine the effect of a drug on the body

2. Describe the way in which drugs affect the body’s nervous system

3. Classify drugs according to their effects on the body

4. Describe the mind-altering effects of some drugs


1. Discuss how drug use can be a counterfeit for the influence of the Holy Spirit in life.


1. Using the Internet, research the effects of an illegal drug.

RESOURCES:



HEALTH SCIENCE

Cycle: 3 Upper

TOPIC: Drugs Pacing: 3 days Decision Making

3 of 7

OBJECTIVES:

1. Explain how values develop 2. Identify steps in decision making 3. Identify personal and community resources

for drug abuse


1. I Corinthians 6:19 2. I Corinthians 10:31 3. Deuteronomy 30:19 4. Sing the song “I Have Decided to Follow

Jesus.”


1. Describe the drug problem in your community and propose a solution using information collected to support your proposal.

RESOURCES:



HEALTH SCIENCE

Cycle: 3 Upper

TOPIC: Human Sexuality Pacing: 3 days Sexual Feelings

4 of 7

OBJECTIVES:

1. Explain sexual feelings 2. Describe what happens at puberty 3. Explain why sexual feelings begin at

puberty


1. Discuss how physical and emotional development both occur in stages. Mark 4:26-29


1. Show an appropriate video about puberty.2. Research causes of earlier onset of

puberty.

RESOURCES:

1. Explore God’s World – 207-211

*Note to teacher: Because some people consider this material to be sensitive, it is important for you to keep your administration, board and parents informed of the content to be taught. A sample letter appears in Discover God’s World Resource Book, p. 233.


HEALTH SCIENCE

Cycle: 3 Upper

TOPIC: Human Sexuality Pacing: 3 days God’s Plan & Sexual Issues

5 of 7

OBJECTIVES:

God’s Plan1. Describe God’s plan for sexual relationships 2. Identify reasons why God made humans

sexual beings 3. Explain how Satan sabotaged God’s plan for

sexual relationships 4. Compare God’s plan for sex with Satan’s

sabotage Sexual Issues1. Identify sexual issues in today’s society 2. Analyze these issues in light of God’s

original plan


1. Genesis 1:26-28 2. Matthew 19:8-9


1. Develop a Bible study on God’s plan for sexual relationships.

RESOURCES:



HEALTH SCIENCE

Cycle: 3 Upper

TOPIC: Human Sexuality Pacing: 3 days Sexual Behavior

6 of 7

OBJECTIVES:

1. Identify guidelines for sexual behavior that enables a person to fill God’s plan

2. Identify appropriate ways of addressing teenage sexual feelings

3. Define the term sexual abstinence 4. Identify the benefits of sexual abstinence 5. Describe ways to support a decision for

abstinence 6. Describe the effects of an unplanned

teenage pregnancy 7. Identify the potential problems of a child

born to teenage parents


1. Exodus 20:14 2. Matthew 5:8, 28 3. I John 2:16


1. Care for an egg “baby” for one week.

RESOURCES:



HEALTH SCIENCE

Cycle: 3 Upper


7 of 7

OBJECTIVES:


relate to health science careers


1. List careers that would be eliminated if all people followed God’s plan relating to drugs and sexual issues.


1. Explore careers relating to drugs and sexual issues.

RESOURCES:

1. Explore God’s World – p. 290


PHYSICAL SCIENCE

Cycle: 3 Upper

TOPIC: Force Pacing: 2 days Basic Force

1 of 8

OBJECTIVES:

1. Define force 2. Identify several forces active in the universe


1. Some forces are not obvious. Examine the subtle spiritual/social forces influencing our lives.

2. Discuss the “force” of the will—a power given to us by God. Steps to Christ – p. 47.


1. Explain why a penny and a crumpled paper behave differently when an index card is quickly flicked off a glass of water with the penny or paper placed on the card.

RESOURCES:

1. Explore God’s World – p. 296-298 2. Glencoe Physical Science ‘99 –

p. 63 (Explore Activity), 78-86, 234


PHYSICAL SCIENCE

Cycle: 3 Upper

TOPIC: Force Pacing: 3 days Gravity

2 of 8

OBJECTIVES:

1. Define gravity 2. Identify the forces that affect gravitational

attraction3. Explain the center of gravity


1. God uses the force of gravity to keep order in the universe.


1. Research and write a report on health problems encountered by astronauts after extended periods of reduced gravity.

RESOURCES:


p. 83


PHYSICAL SCIENCE

Cycle: 3 Upper

TOPIC: Force Pacing: 2 days Mass/Weight

3 of 8

OBJECTIVES:

1. Distinguish between mass and weight


1. Draw a parallel between how mass is constant and weight changes based on gravitational force applied, and how true beliefs/faith/conviction should be constant, and not change with forces applied.


1. Compare weights of students/objects on other planets and on the moon.

RESOURCES:


p. 43, 84-86


PHYSICAL SCIENCE

Cycle: 3 Upper

TOPIC: Force Pacing: 1 day Elastic, Nuclear & Electric/Magnetic

4 of 8

OBJECTIVES:

1. Describe elastic force 2. Explain nuclear force 3. Distinguish between electrical force and

magnetic force


1. Discuss how our need for God is a natural force that draws us to Him like elastic force. John 12:32

2. Like an atom that provides great nuclear force, small things can have great power with God. Review the story of David & Goliath.

3. Apply magnetism to the drawing or attracting power of God’s love.

4. Apply electrical forces to God’s power through His spirit in us. We should be good “conductors.”


1. Use an ammeter to measure the current of electricity flowing into a toy. Use the voltage and current to calculate the electrical power in watts.

2. Describe, predict and demonstrate the effect of forces (elastic, gravitational, electric, magnetic) on objects and motion of objects within systems.

RESOURCES:


p. 689-691


PHYSICAL SCIENCE

Cycle: 3 Upper

TOPIC: Force Pacing: 3 days Friction

5 of 8

OBJECTIVES:

1. Explain friction 2. Describe types of friction 3. Explain how friction can be increased or

decreased


1. Friction is necessary to live on earth. Trials and tribulations may slow us down, but it makes it possible for us to seek God’s power (force) to move forward and to be able to stand.


1. Use a mass with a piece of plain paper and sandpaper and explain the differences in net forces due to friction.

RESOURCES:


p. 82


PHYSICAL SCIENCE

Cycle: 3 Upper

TOPIC: Motion Pacing: 3 days Basic Motion

6 of 8

OBJECTIVES:

1. Define motion 2. Distinguish between balanced and

unbalanced forces 3. Distinguish between distance and

displacement 4. Explain the difference between speed and

velocity 5. Explain acceleration 6. Identify momentum


1. Velocity is speed over time in a certain direction. Acceleration is how fast we speed up. Jesus is the way/direction and our surrendering to Him determines how quickly we grow and how fast we become like Him.


1. Read several scenarios of moving objects—some with direction, others not. Decide if the scenario is speed or velocity.

RESOURCES:

1. Explore God’s World – 317-326 2. Glencoe Physical Science ‘99 –

p. 64-73, 78, 112-116


PHYSICAL SCIENCE

Cycle: 3 Upper

TOPIC: Motion Pacing: 2 days Laws of Motion

7 of 8

OBJECTIVES:

1. Describe Newton’s laws of motion 2. Explain the law of the conservation of

momentum


1. Spiritually, we need to continue in the right direction without outside influence.


1. Perform an experiment comparing objects dropped to projectiles. Answer the question: Do projectiles fall more slowly than dropped objects? Why?

2. Explain and/or predict the motion of objects and/or describe the effects of some objects on other objects.

RESOURCES:


p. 81, 94-112, 115-116


PHYSICAL SCIENCE

Cycle: 3 Upper


8 of 8

OBJECTIVES:




1. Discuss the moral issues related to nuclear weapons.


1. Explore careers relating to force and motion.

RESOURCES:


p. 28, 88, 118, 159, 240, 292, 309, 382, 406, 488, 582, 618, 668, 720


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Origin of the Universe Pacing: 1 day

1 of 13

OBJECTIVES:

1. Distinguish between historical science and experimental science

2. Define “universe” 3. Describe the big-bang theory 4. Identify evidence that supports the big-bang

theory5. Identify evidence that contradicts the big-

bang theory


1. Genesis 1:1; 2:1 with John 1:1-3 2. Hebrews 1:1-3, 10 3. The universe is really big; God is

bigger. 4. God has no beginning or end.


1. Write a paper presenting the arguments for and against the big-bang theory.

2. Rewrite John 1:1-3 from the perspective of evolution (“In the beginning was nothing…”).

RESOURCES:

1. Explore God’s World – p. 471-477 2. Glencoe Earth Science ‘02 – 847-

851


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 2 days Introduction: History & Space Exploration

2 of 13

OBJECTIVES:

History1. Identify contributions of early astronomers 2. Identify contributions of astronomy 3. Explain how the study of astronomy

supports the concept of a Creator Space Exploration1. Describe the major projects in the U.S.

space program 2. Explain the advantage of current space

travel versus earlier manned spacecraft


1. Psalm 8:3-5 2. Romans 1:20 3. Discuss the possibilities of space

exploration today and after Jesus returns.


1. Write a poem about or a short biography of an early astronomer.

2. Read a biography of an early astronomer and write a book report.

3. Design a poster illustrating a specific project of the U.S. space program.

4. Debate the value gained vs. the investment (money, lives, etc.) made in the U.S. space program.

RESOURCES:


2. Glencoe Earth Science ‘02 – Unit 8 3. October Sky – video


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 2 days Introduction: Telescopes & Electromagnetic Radiation

3 of 13

OBJECTIVES:

Telescopes1. Define the term telescope 2. Explain the difference between a refracting

and reflecting telescope 3. Describe the information obtained from a

spectroscope Electromagnetic Radiation1. Identify parts of the electromagnetic

spectrum 2. Explain how astronomers study invisible

energy present in space


1. How are the Bible and the Spirit of Prophecy like a telescope?

2. Compare the visible and invisible attributes of God to the electromagnetic spectrum. II Samuel 23:4


1. Demonstrate the proper use of a telescope.

2. Use a spectroscope or a spectrophotometer to obtain and record information about several light sources.

3. Explain the advantages and disadvantages of refracting and reflecting telescopes.

RESOURCES:

1. Explore God’s World – p. 390-398 2. Glencoe Earth Science ‘02 – p. 747-

751


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 1 day Solar System: General Information

4 of 13

OBJECTIVES:

1. Identify parts of Earth’s solar system 2. Describe the position of the planets in the

solar system 3. Describe Kepler’s laws of planetary motion 4. Explain how Newton proved Kepler’s laws to

be true 5. Describe the relationship among the Earth,

other planets, and other objects in the solar system


1. Job 26:7


1. Create a graph, table, narrative and/or model to illustrate the positions and movements of the planets.

RESOURCES:

1. Explore God’s World – p. 409-413 2. Glencoe Earth Science ‘02 – Ch. 29


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 1 day Solar System: Sun

5 of 13

OBJECTIVES:

1. Describe the structure of the Sun 2. Identify the features of the Sun 3. Describe the position of the Sun, Earth, and

Moon during a solar eclipse


1. Genesis 1:14-19 2. Malachi 4:2 3. Revelation 21:23


1. Using at least three sources, explain the phenomenon of sun spots.

RESOURCES:


766, 809-812


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 1 day Solar System: Moon

6 of 13

OBJECTIVES:

1. Describe the topography of the Moon 2. Describe the Moon’s phases 3. Explain how a lunar eclipse occurs 4. Describe the simple cycles of the Earth and

Moon


1. If Jesus is the sun, how are we like the moon?

2. Discuss the meaning of Ellen White’s description of her writings as the lesser light and the Bible as the greater light.


1. Design and perform an investigation to document the consistency of the moon’s phases.

RESOURCES:

1. Explore God’s World – p. 418-422 2. Glencoe Earth Science ‘02 –

Ch. 28.2


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 2 days Solar System: Planets

7 of 13

OBJECTIVES:

Inner Planets1. Identify characteristics of the inner planets 2. Describe features of the inner planets 3. Contrast Earth with the other inner planets Outer Planets1. Identify characteristics of the outer planets 2. Describe features of the outer planets


1. Planets closer to the sun are warmer than those further. Our love becomes greater the closer we are to Jesus, the Sun of righteousness. Malachi 4:2


1. Given the distances of planets from the sun, predict their surface temperatures.

2. Verify or refute the following statement: Distance from the sun is the only factor affecting the surface temperature of the planets.

RESOURCES:


2. Glencoe Earth Science ‘02 –Ch. 29.2-29.3


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 1 day Solar System: Asteroids, Meteroroids & Comets

8 of 13

OBJECTIVES:

1. Define the terms asteroids, meteoroids, and comets

2. Distinguish between a meteor and a meteorite

3. Describe how the sun affects a comet


1. Matthew 24:29 2. Popularity is like a meteor while

character shines on like a star.


1. Use at least three sources to describe how the sun affects a comet.

RESOURCES:


Ch. 29.4


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 1 day The Universe: Light Year & Magnitude

9 of 13

OBJECTIVES:

Light Year1. Define the term light year 2. Explain how distances in space are

determined Magnitude1. Distinguish between apparent and absolute

magnitude


1. Discuss God’s attribute of not being limited by time and space.

2. Job 38:4-7 3. I Samuel 16:7 4. I Corinthians 15:41


1. Given that light travels about 300,000 km/sec, determine the distance light travels in one minute, one hour, one day, and one year.

RESOURCES:


816


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 2 days The Universe: Stars

10 of 13

OBJECTIVES:

1. Define the term star 2. Explain how stars produce energy 3. Explain how stars are classified 4. Describe the various types of stars 5. Describe the relationship between a nebula

and new stars 6. Describe the life cycle of stars 7. Distinguish between a nova and a

supernova 8. Define a black hole 9. Explain the Doppler effect 10. Define the term red shift 11. Explain the importance of the red shift to

astronomers


1. I Corinthians 15:40-41


1. Research a star. Produce a written, audio, or visual commercial promoting that star.

2. Complete Class Activity 19-1, “Graphing Stars,” Explore God’s World – p. 443.

RESOURCES:

1. Explore God’s World – 438-443, 478-487

2. Glencoe Earth Science ‘02 – Ch. 30


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 1 day The Universe: Constellations

11 of 13

OBJECTIVES:

1. Define constellation 2. Describe the circumpolar constellations 3. Identify several common stars and

constellations


1. Job 38:31-33 2. Psalm 19:1-4


1. Use a star chart to identify six constellations and six stars.

2. Meet with a local astronomy club (possibly in conjunction with a Home and School meeting).

RESOURCES:

1. Explore God’s World – p. 450-453 2. Glencoe Earth Science ‘02 – p. 813,

Ch. 30


EARTH SCIENCE

Cycle: 3 Upper

TOPIC: Astronomy Pacing: 1 day The Universe: Galaxies

12 of 13

OBJECTIVES:

1. Define the term galaxy 2. Compare and contrast the main types of

galaxies 3. Describe the galaxy that includes Earth’s

solar system 4. Identify Earth’s position in the galaxy


1. Discuss the vastness of God’s creation. (The Milky Way is just our “little” neighborhood.)


1. Visit a planetarium.

RESOURCES:


Ch. 31


EARTH SCIENCE

Cycle: 3 Upper


13 of 13

OBJECTIVES:

1. Define earth science 2. Explain the importance of earth science 3. Identify branches of earth science 4. List the earth science careers 5. Explore careers in the earth and space




1. Discuss the issues a Christian astronomer might face in the workplace.


1. Explore careers relating to astronomy.

RESOURCES:

1. Explore God’s World – p. 492 2. Glencoe Earth Science ‘02 – p. xx-

xxi


Cycle 4

Cycle 4 Lower, Grades 1-4 Pacing* Cycle 4 Upper, Grades 5-8 Pacing*

1st Qtr

Life

Science

Plants

Classification

Structure/Function

Growth/Life Cycle

Photosynthesis

Reproduction

Importance

Algae/Fungi


3 days

3 days

3 days

1 day

3 days

1 day

1 day

1 day

Plants

Classification


Processes

Photosynthesis, Respiration

& Transportation

Reproduction

Responses


3 days

4 days

4 days

4 days

1 day

1 day

16 Total 17 Total

2nd Qtr

Health

Science

Consumer Health

Health Care


Community Health

Education/Resources

Diseases

Communicable Diseases/

Immune System



3 days

3 days

3 days

3 days

2 days

2 days

Consumer Health

Preventative/Curative Health Care

Community Health


Teen Health Risks

Risk Factors & Challenges

Diseases

Communicable Diseases

Immune System


STDs & HIV/AIDS


2 days

2 days

3 days

2 days

2 days

2 days

3 days

1 day

16 Total 17 Total

3rd Qtr

Physical

Science

Chemistry

Matter

Atomic Structure

Mixtures/Compounds

Energy/Work

Basic Energy

Work/Power

Simple Machines


5 days

2 days

2 days

2 days

1 day

3 days

1 day

Chemistry

Matter

Atomic Structure

Atomic Nucleus

Mixtures

Compounds

Chemical Reactions

Acids/Bases

Energy Forms


Work & Machines

Work/Power, Machines &

Mechanical Advantage


2 days

3 days

2 days

1 day

2 days

2 days

1 day

1 day

2 days

1 day

16 Total 17 Total

4th Qtr

Earth

Science


Geology

Fossils

Dinosaurs

Ecology

General Information


Food Chain

Natural Resources



1 day

2 days

2 days

1 day

2 days

1 day

3 days

3 days

1 day

Creation

Evolution

Earth’s Age

Fossil Record

Geologic Column, Fossils &

Dinosaurs

Ecology

General Information


Food Chains

Natural Resources



2 days

2 days

2 days

2 days

2 days

2 days

1 day

1 day

2 days

1 day

16 Total 17 Total



LIFE SCIENCE

Cycle: 4 Upper

TOPIC: Plants Pacing: 3 days Classification

1 of 6

OBJECTIVES:

1. Explain how plants differ from animals 2. Define alternation of generation 3. Compare and contrast vascular and

nonvascular plants 4. Identify several divisions of the plant

kingdom 5. Describe characteristics of bryophytes 6. Identify examples of bryophytes 7. Identify divisions of non-seed-producing

vascular plants 8. Identify characteristics that are common to

non-seed-producing vascular plants 9. Compare and contrast club mosses,

horsetails, and ferns 10. Identify divisions of seed-producing vascular

plants11. Compare and contrast conifers, cycads,

ginkgoes, and flowering plants 12. Distinguish between monocots and dicots


1. Discuss how God created plants to bear seed and produce according to their kind. Genesis 1:11, 12

2. Matthew 13:31-32


1. Create a menu for a meal or a recipe for soup that includes all parts of a plant—roots, stems, leaves, seeds and fruit. Prepare the meal or soup.

RESOURCES:

1. Explore God’s Creation – p. 133-155, Ch. 6



LIFE SCIENCE

Cycle: 4 Upper

TOPIC: Plants Pacing: 4 days Structure & Function

2 of 6

OBJECTIVES:

1. Identify the parts of seed-producing plants 2. Explain root functions 3. Describe tissue found in a root 4. Describe root parts 5. Distinguish between taproots and fibrous roots 6. Describe stem functions 7. Describe the tissues that make up stems 8. Distinguish between herbaceous and woody stems 9. Identify Leaf functions 10. Identify leaf parts 11. Explain the importance of the stomata 12. Describe leaf structure 13. Identify flower parts 14. Describe functions for each flower part 15. Distinguish between complete and incomplete

flowers16. Compare and contrast perfect and imperfect flowers17. Identify the relationship between seeds and fruit 18. Identify seed components 19. Describe functions of each component of a seed 20. Describe methods of seed dispersal


1. Discuss Psalm 1:1-3 as it relates to our spiritual “roots.”

2. Isaiah 40:8; I Peter 1:24-25 3. Matthew 13:24-30 as it relates to seed

dispersal.


1. Write a children’s story about a group of various seeds and how they are dispersed. Use several methods of dispersal.

RESOURCES:

1. Explore Cod’s Creation – p. 157-183, Ch. 7



LIFE SCIENCE

Cycle: 4 Upper

TOPIC: Plants Pacing: 4 days Processes: Photosynthesis, Respiration & Transportation

3 of 6

OBJECTIVES:

1. Describe photosynthesis 2. Identify the products of photosynthesis 3. Distinguish between the light and dark

reaction of photosynthesis 4. Describe cell respiration 5. Describe how materials are transported

in plants 6. Explain transpiration


1. John 15:1-8 relating to transportation.


1. Research the impact of rainforest destruction on the environment as it relates to plants as a vital source of oxygen.

RESOURCES:

1. Explore God’s Creation – p. 185-1922. Glencoe Life Science ‘99 Ch. 11.2;

Ch. 12.1, p. 320-323


LIFE SCIENCE

Cycle: 4 Upper

TOPIC: Plants Pacing: 4 days Reproduction

4 of 6

OBJECTIVES:

1. Distinguish between the gametophyte and sporophyte plants

2. Explain vegetative propagation 3. Describe sexual reproduction in

flowering plants 4. Identify means of pollination 5. Distinguish between self-pollination

and cross-pollination 6. Describe the process of pollination 7. Describe the process of germination


1. Matthew 12:33 – a tree is recognized by its fruit.

2. Genesis 1:11-12 3. Mark 4:28 relating to germination 4. Both the flower and bee are benefited

by pollination. Discuss how the giver and receiver in witnessing/evangelism are both blessed.


1. Create a flip-art book or similarly illustrated book to show the process of pollination and germination in a flower reproducing sexually or asexually.

2. Invite a beekeeper to class to discuss how bees are used commercially for pollination at orchards and farms.

3. Examine fruits such as tomatoes and apples that have flower parts (such as sepals) visibly attached.

RESOURCES:

1. Explore God’s Creation – p. 193-2002. Glencoe Life Science ‘99 – p. 268,

297-299


LIFE SCIENCE

Cycle: 4 Upper

TOPIC: Plants Pacing: 1 day Responses

5 of 6

OBJECTIVES:

1. Describe types of plant tropisms 2. Analyze how plants have adapted to

various environments


1. Discuss how plants grow/bend toward light and relate to our need to focus/direct toward the light. Psalm 4:6, I John 1:7


1. Develop and perform an experiment that demonstrates the effects of light on the rate of plants’ growth.

RESOURCES:

1. Explore God’s Creation – p. 201-2032. Glencoe Life Science ‘99 – p. 262-

263, 328-330


LIFE SCIENCE

Cycle: 4 Upper


6 of 6

OBJECTIVES:

1. Explain the importance of life science 2. Identify branches of life science 3. List biological careers 4. Explore careers in the biological sciences 5. Critique racial and gender biases as they



1. Galatians 6:7


1. Explore careers relating to plants.

RESOURCES:

1. Explore God’s Creation – p. 296-2972. Glencoe Life Science ‘99 – p. 114,

116, 250, 308, 334, 364, 408, 448, 534, 620, 698, 724


HEALTH SCIENCE

Cycle: 4 Upper

TOPIC: Consumer Health Pacing: 2 days Preventative/Curative Health Care

1 of 8

OBJECTIVES:

1. Describe benefits of becoming an informed consumer

2. Differentiate between curative and preventive health care

3. Identify sources of preventive and curative health care

4. Identify guidelines for selecting preventive and curative health care


1. Parallel how preventative health care is more desirable than curative healthcare with how obedience is better than forgiveness.


1. Paraphrase or illustrate as a children’s story the poem “The Cliff and the Ambulance” and provide discussion questions for the end.

2. Evaluate the scientific validity of advertisements and/or commercials for health products.

3. Find and share the poem “A Fence or an Ambulance” by Joseph Malins (1895), a poem about prevention.

RESOURCES:



HEALTH SCIENCE

Cycle: 4 Upper

TOPIC: Community Health Pacing: 2 days Education & Resources

2 of 8

OBJECTIVES:

Education1. Describe how public health departments protect

the health of the community 2. Describe ways in which an individual can share

health knowledge 3. Identify ways in which an individual may help

improve community, national or international health in the future

Resources1. Identify international health agencies 2. Describe international health agency activities 3. Describe ways community action can improve

health4. Identify community agencies that protect or

promote public health 5. Describe government, private, and professional

agencies that benefit health 6. Identify resources that help teenagers reduce

health risks 7. Identify health challenges that need community

resources 8. Distinguish between government health agencies

and volunteer health agencies


1. Discuss Jesus’ ministry of healing. Desire of Ages, p. 241


1. Contrast legislative and educational approaches to preventive health care

2. Invite a returned missionary to class to discuss their experiences.

3. Investigate the functions of ADRA.

RESOURCES:

1. Explore God’s Creation– p. 313-317, 361-377


HEALTH SCIENCE

Cycle: 4 Upper

TOPIC: Teen Health Risks Pacing: 3 days Risk Factors & Challenges

3 of 8

OBJECTIVES:

Risk Factors1. Identify major risks to teenage health 2. Explain how epidemiologists study disease 3. Identify the basis of information about risk factors 4. Explain how to determine the credibility of a

scientific study 5. Describe how an individual can lower his/her risk

from environmental threats 6. Describe the relationship between risk factors and

future disease 7. Distinguish between heredity and environmental

risk factors 8. Explain ways lifestyle choices affect heredity risk

factors Challenges1. Distinguish between heredity and environmental

challenges to health 2. Explain the common link between suicide,

anorexia, and bulimia 3. Describe the difference between anorexia and

bulimia


1. Inherited tendencies towards sin or sickness are affected by personal choices.


1. Write a brief essay identifying the hereditary risk factors in one’s family and identify the lifestyle choices affecting these factors.

2. Create a poster promoting healthy choices that can reduce risk factors.

3. Write a skit that portrays the signs of possible suicide as revealed to or observed by family members and friends.

RESOURCES:

1. Explore God’s Creation – p. 301-312, 324-337


HEALTH SCIENCE

Cycle: 4 Upper

TOPIC: Diseases Pacing: 2 days Communicable Diseases

4 of 8

OBJECTIVES:

1. Define the term communicable disease 2. Describe several communicable diseases 3. Explain how agencies monitor communicable

diseases


1. Most pathogens are not visible to the naked eye, and spiritual enemies are also unseen. As we defend ourselves from communicable disease, so must we arm ourselves against the spiritual forces of evil. Ephesians 6:10-18


1. Research the rates of several diseases in different parts of the U.S. (Use the Internet to find data from the CDC).Show the data in a chart, graph or other visual aid.

RESOURCES:

1. Explore God’s World – p. 255-258 2. Glencoe Life Science ‘99 – Ch. 27


HEALTH SCIENCE

Cycle: 4 Upper

TOPIC: Diseases Pacing: 2 days Immune System

5 of 8

OBJECTIVES:

1. Describe the immune system 2. Explain how the immune system protects

the body from disease


1. Draw parallels between the immune system and its protection from disease with faith and its shielding effect from sin.


1. Research means of boosting the immune system and behavior that reduces the effectiveness of the immune system.

RESOURCES:



HEALTH SCIENCE

Cycle: 4 Upper

TOPIC: Diseases Pacing: 2 days Disease Transmission

6 of 8

OBJECTIVES:

1. Contrast direct contact with indirect contact 2. Identify the role of animals in transmission

of disease 3. Define the term pathogen 4. Describe several types of pathogen


1. Is the gospel best spread by direct or indirect contact? Give examples of each.


1. If a disease begins with one person who infects five people per day and each of these people infect five people per day, calculate how many people are infected after ten days.

2. Report on pathogens in the global news; describe the spread of a “new” disease or an existing disease that has resurged.

RESOURCES:



HEALTH SCIENCE

Cycle: 4 Upper

TOPIC: Diseases Pacing: 3 days STDs & HIV/AIDS

7 of 8

OBJECTIVES:

Sexually Transmitted Diseases1. Define the term sexually transmitted disease 2. Describe several common sexually transmitted

diseases 3. Identify ways of preventing the transmission of

STD’s HIV/AIDS1. Define AIDS 2. Describe HIV 3. Describe the effects of HIV on the body 4. Describe ways in which HIV is transmitted from

one person to another 5. Identify ways in which HIV is not transmitted 6. Explain how teenagers can prevent the

transmission of HIV 7. Describe ways in which health care and

emergency workers can prevent the spread of HIV

8. Identify ways of obtaining current information about HIV and other viral diseases


1. Compare current attitudes toward HIV positive people to the attitudes of the Pharisees toward people with leprosy.


1. Visit the HIV unit in a hospital. 2. Invite a guest speaker to discuss HIV.

RESOURCES:

1. Explore God’s World – p. 262-285


HEALTH SCIENCE

Cycle: 4 Upper


8 of 8

OBJECTIVES:




1. Discuss Jesus’ role as the Great Physician.


1. Explore careers relating to community health and disease.

RESOURCES:

1. Explore God’s World – p. 290-291


PHYSICAL SCIENCE

Cycle: 4 Upper

TOPIC: Chemistry Pacing: 2 days Matter

1 of 10

OBJECTIVES:

1. Explain a scientific model 2. Identify individuals who contributed to the

advancement of chemistry 3. Compare and contrast the states of matter 4. Describe how the kinetic-molecular theory

relates to changes of matter 5. Distinguish between physical and chemical

properties 6. Distinguish between physical and chemical

changes 7. Identify characteristics of a simple physical

change 8. Propose and/or evaluate an investigation of

simple physical and/or chemical changes


1. John 2:1-9 – Jesus changes water into wine


1. Plan a demonstration showing the three states of a given quantity of water using freezing, evaporation and condensation.

2. Given examples of physical and chemical changes, identify each. (See Explore God’s Creation worksheet 16:3-4).

RESOURCES:


2. Glencoe Physical Science ‘99–p. 20-25, 254-261


PHYSICAL SCIENCE

Cycle: 4 Upper

TOPIC: Chemistry Pacing: 3 days Atomic Structure

2 of 10

OBJECTIVES:

1. Describe the structure of matter 2. Describe the relationship between atoms,

elements, and molecules 3. Identify the symbols of common elements 4. Identify atomic particles 5. Distinguish between the planetary and the

electron cloud models of the atom 6. Distinguish between atomic mass and atomic

number 7. Explain how atoms of the same element can

differ8. Describe how scientists identify isotopes 9. Describe the organization of the periodic table10. Identify characteristics of metals, nonmetals,

metalloids, and noble gases


1. Great Controversy – p. 678 2. Discuss God’s attention to detail in the

structure of atoms 3. Colossians 1:16-17 4. Romans 1:20


1. Make models of atoms using materials of your choice.

RESOURCES:


2. Glencoe Physical Science ‘99 –Ch. 10.1, 10.3, 10.4; Ch. 12.1, 12.3, 12.4; p. 246.


PHYSICAL SCIENCE

Cycle: 4 Upper

TOPIC: Chemistry Pacing: 2 days Atomic Nucleus

3 of 10

OBJECTIVES:

1. Identify the three types of radiation 2. Describe how radiation is produced 3. Explain half-life 4. Explain the law of conservation of mass-

energy5. Describe nuclear fission 6. Describe nuclear fusion 7. Identify dangers associated with nuclear

energy8. Identify benefits of nuclear energy


1. Compare the half-life of radioactive decay to the process of sanctification in which the sinful nature is diminished over time.


1. Use mouse traps and ping-pong balls to demonstrate a nuclear reaction. Set several traps with a ball resting on each. Drop a single ball into the middle of the traps.

2. Complete “Class Activity 20-2,” Explore God’s Creation, p. 475.

RESOURCES:

1. Explore God’s Creation– p. 469-487, Ch. 20

2. Glencoe Physical Science ‘99 –Ch. 24


PHYSICAL SCIENCE

Cycle: 4 Upper

TOPIC: Chemistry Pacing: 1 day Mixtures

4 of 10

OBJECTIVES:

1. Describe characteristics of mixtures 2. Identify properties of solutions 3. Distinguish between solute and solvent 4. Compare types of solutions 5. Describe suspensions


1. Write an analogy about the role of Christians as the “salt of the world” using the concepts of solute and solvent. Matthew 5:13


1. Separate the following mixtures and solutions:

sand and iron filings

salt and sugar

salt and water

sugar and water

RESOURCES:

1. Explore God’s Creation – p. 431-438. Ch. 18-1, 18-2

2. Glencoe Physical Science ‘99 –p. 247-250, 416-421


PHYSICAL SCIENCE

Cycle: 4 Upper

TOPIC: Chemistry Pacing: 2 days Compounds

5 of 10

OBJECTIVES:

1. Distinguish between compounds and mixtures

2. Identify common compounds and their formulas

3. Distinguish between organic and inorganic compounds

4. Describe a chemical bond 5. Distinguish between covalent, ionic, and

metallic bonds 6. Identify examples of covalent, ionic, and

metallic bonds 7. Describe valence


1. We are to be in the world (mixtures) but not of the world (compounds).

2. Discuss John 17:11 and Ephesians 4:2-6 as they relate to bonding.


1. Make model molecules using toothpicks and gumdrops or marshmallows.

2. Act out covalent and ionic bonding with students representing valence electrons.

RESOURCES:

1. Explore God’s Creation – p. 439-443, Ch. 18-3, 18-4

2. Glencoe Physical Science ‘99 –p. 246-248, 272-274, 301, 304-308, 331, 360


PHYSICAL SCIENCE

Cycle: 4 Upper

TOPIC: Chemistry Pacing: 2 days Chemical Reactions

6 of 10

OBJECTIVES:

1. Explain a chemical reaction 2. Distinguish between exothermic and

endothermic reactions 3. Explain chemical equations 4. Identify the basic types of reactions 5. Explain how types of reactions differ from

one another 6. Identify and analyze factors that influence

the speed of reactions 7. Describe factors that influence the speed of

reactions 8. Relate uses, properties, and chemical

processes (reactions) of matter to the behavior and/or arrangement of small particles which compose matter


1. Compare the New Birth to a chemical reaction. Include the following terms: reactants, products, catalysts.


1. Find the effect of surface area, heat and quantity of materials on dissolving seltzer tablets in water. See Explore God’s Creation “Class Activity 19-3.”

2. Use Explore God’s Creation “Lab Activity 19-2” to observe a variety of chemical changes.

RESOURCES:


2. Glencoe Physical Science ‘99 –p. 442-445, 451-453, 456-458, Ch. 12


PHYSICAL SCIENCE

Cycle: 4 Upper

TOPIC: Chemistry Pacing: 1 day Acids/Bases

7 of 10

OBJECTIVES:

1. Describe characteristics of acids 2. Describe characteristics of bases 3. Explain pH


1. Compare Revelation 3:16 using acid and base in place of hot and cold.


1. Using litmus paper compare the pH of rainwater, tap water, distilled water and bottled water.

RESOURCES:


2. Glencoe Physical Science ‘99 –Ch. 17


PHYSICAL SCIENCE

Cycle: 4 Upper

TOPIC: Energy Forms Pacing: 1 day Potential/Kinetic Energy

8 of 10

OBJECTIVES:

Energy Forms1. Identify the forms of energy 2. Explain how energy can change from one

form to another Potential/Kinetic Energy1. Distinguish between potential and kinetic

energy2. Describe the factors that affect the potential

energy of an object 3. Describe the factors that affect the kinetic

energy of an object 4. Analyze transformations of energy and

recognize its conservation (constancy) with a system


1. Compare potential and kinetic energy to the power of the Holy Spirit being present with us or active within us and through us depending on our choice.


1. List examples of potential and kinetic energy.

2. Design and construct a demonstration of transformation of energy (e.g., steam to turn a pinwheel).

3. Use a playground swing to demonstrate potential and kinetic energy.

RESOURCES:


Ch. 5.1


PHYSICAL SCIENCE

Cycle: 4 Upper

TOPIC: Work & Machines Pacing: 2 days Work/Power, Machines, & Mechanical Advantage

9 of 10

OBJECTIVES:

Work/Power1. Distinguish between work and power Machines2. Define simple machines 3. Identify characteristics of each type of

simple machine 4. Describe the relationship between simple

and compound machines Mechanical Advantage1. Explain mechanical advantage 2. Define efficiency 3. Explain the operation of a simple mechanical

device


1. The more power we receive from God, the more work can be done in our life and in others’ lives.

2. We work on the plan of addition, God works on the plan of multiplication. II Peter 1:2-8; Testimonies, Vol. 6, p. 148; Acts of the Apostles, p. 532.


1. Use K’Nex to demonstrate mechanical advantage in each type of simple machine.

RESOURCES:


2. Glencoe Physical Science ‘99 –p. 126-128, 180-203

3. K’Nex – Simple Machines


PHYSICAL SCIENCE

Cycle: 4 Upper


10 of 10

OBJECTIVES:




1. Compare the church to a machine requiring many parts working together.


1. Explore careers relating to chemistry and machines.

RESOURCES:

1. Explore God’s Creation – p. 488-4892. Glencoe Physical Science ‘99 –

p. 28, 88, 118, 159, 240, 292, 309, 382, 406, 488, 582, 618, 668, 720


EARTH SCIENCE

Cycle: 4 Upper

TOPIC: Creation Pacing: 2 days

1 of 10

OBJECTIVES:

1. Distinguish between basic ideas of naturalistic evolution and special creation

2. Identify several theories of origins 3. Identify the assumptions of special creation 4. Explain why the story of the Flood is important

to creation 5. Identify evidences of the Flood 6. Distinguish between micro evolution and

macro evolution 7. Describe how sin affected living things 8. Explain how genetic change occurs 9. Identify the evidence used to support special

creation 10. Explain conservation of design


1. Genesis 1-2; 6-8 2. Psalm 24:1, 2 3. John 1:1-3, 14


1. Have students visit a parking lot. Select three cars that are different. Identify 10 similarities for the three cars. List 10 unique characteristics for each of the three cars. Ask questions: Which car is most complex? Least complex? Why do different makes of cars share the same features? How do the similarities and differences demonstrate the concept “conservation of design”? (See Explore God’s Creation, p. 51.)

RESOURCES:

1. Explore God’s Creation – Ch. 2


EARTH SCIENCE

Cycle: 4 Upper

TOPIC: Evolution Pacing: 2 days

2 of 10

OBJECTIVES:

1. Describe the basic idea of naturalistic evolution

2. Identify assumptions of naturalistic evolution 3. Describe the theory of acquired

characteristics 4. Explain the importance of Darwin to the

theory of naturalistic evolution 5. Describe the process of natural selection 6. Compare and contrast Darwin’s ideas with

current evolutionary theory 7. Identify evidences used to support the theory

of naturalistic evolution 8. Explain how creationists might explain or

interpret these evidences 9. Identify similarities between the theories of

naturalistic evolution and special creation 10. Describe the differences between the

theories of naturalistic evolution and special creation


1. God doesn’t change but His creation does change within limits. Malachi 3:6

2. Psalm 104:24-30


1. Choose four environments that are predominantly one color scheme (i.e., desert, meadow, burnt forest). Show six differently colored grasshoppers. Have students select which grasshoppers are best suited to which environments. Show how adaptation leads to species survival. (See Explore God’s Creation, p.76.)

2. Complete “Class Activity 3-2,” ExploreGod’s Creation, p. 68.

RESOURCES:

1. Explore God’s Creation – Ch. 3 2. Glencoe Earth Science ‘99 – p. 566


EARTH SCIENCE

Cycle: 4 Upper

TOPIC: Earth’s Age Pacing: 2 days

3 of 10

OBJECTIVES:

Interpreting Evidence1. Identify the work of scientists 2. Explain how assumptions influence the

interpretations of scientists 3. Distinguish between the assumptions of creationists

and evolutionists Earth’s Age1. Define half-life 2. Explain radiometric dating 3. Identify the assumptions of radiometric dating 4. Identify the three views on the age of the Earth 5. Describe the reasoning used to support each view

of the Earth’s age 6. Describe the objections raised for each view of the

Earth’s age 7. Explain how the principle of uniformity suggests that

the Earth is old 8. Explain why many scientists no longer accept the

principle of uniformity as an explanation of geologic events


1. Job 9:5-10


1. Do p. 118-119, Explore God’s Creationas an activity or use coins with heads and tails to simulate half-lives.

2. Complete “Class Activity 5-3”, ExploreGod’s Creation, p. 123.

RESOURCES:

1. Explore God’s Creation – p. 105-1272. Discover God’s Creation – p. 118-

1203. Glencoe Earth Science ‘99 – p. 578,

Ch. 21


EARTH SCIENCE

Cycle: 4 Upper

TOPIC: Fossil Record Pacing: 2 days Geologic Column, Fossils & Dinosaurs

4 of 10

OBJECTIVES:

Geologic Column1. Explain the geologic column 2. Identify, in order, the layers of the geologic

column Fossils1. Define fossils 2. Identify factors that affect fossil formation 3. Identify the major groups of fossils 4. Describe how each group of fossils form 5. Compare the naturalistic interpretation of

fossils with that of creationist interpretation Dinosaurs1. Compare and contrast creationist and

evolutionist ideas about dinosaurs 2. Describe features and habits of dinosaurs


1. Genesis 6-8 2. Genesis 7:22 (fossils) 3. Psalm 104:5-9


1. Complete “Class Activity 4-4,” ExploreGod’s Creation, p. 85.

2. Complete “Try This 4-2.” Explore God’s Creation, p. 89.

3. Complete “Try This 4-3,” Explore God’s Creation, p. 93.

RESOURCES:

1. Explore God’s Creation – Ch. 4 2. Discover God’s World – p. 98-103 3. Glencoe Earth Science ‘99 – 21.1,

21.4


EARTH SCIENCE

Cycle: 4 Upper

TOPIC: Ecology Pacing: 2 days General Information

5 of 10

OBJECTIVES:

1. Define biome, biosphere, ecology, ecosystem, and environment

2. Classify biomes according to physical characteristics

3. Identify the common plants and animals of each biome

4. Identify and/or describe the relationship between human activity and the environment

5. Analyze the impacts of human activity on the ecosystems of the Earth


1. Psalm 104:10-14


1. Choose a portion of an ecosystem near school or home (i.e., pond, forest, meadow) . Choose boundaries. Make a map using a tape measure and graph paper. Measure and record temperature in the study area. Observe organisms in the study area. Look for evidence of organisms (i.e., tracks, feathers). Use magnifying glasses and binoculars. (See Glencoe Life Science,p. 519.)

RESOURCES:

1. Explore God’s Creation – p. 209-2202. Glencoe Life Science ‘99 – Ch. 18,

19


EARTH SCIENCE

Cycle: 4 Upper

TOPIC: Ecology Pacing: 2 days Communities/Populations

6 of 10

OBJECTIVES:

1. Distinguish between a community and a population

2. Explain why communities change 3. Explain stages of succession 4. Explain limiting factors 5. Distinguish between habitat and niche 6. Identify ways in which organisms react to

changing environments


1. Hebrews 10:25 2. Only man lives for self. Otherwise all

of creation lives for others. Desire of Ages – p. 20-21.


1. Each person lives in a population as part of a community. Describe your population and community.

RESOURCES:


489


EARTH SCIENCE

Cycle: 4 Upper

TOPIC: Ecology Pacing: 1 day Food Chains

7 of 10

OBJECTIVES:

1. Explain the difference between a producer and a consumer

2. Distinguish between herbivores, carnivores, omnivores, and decomposers

3. Define a food chain 4. Define a food web


1. Matthew 6:25-30


1. Draw a food web for the Antarctic. Include phytoplankton, penguins, fish, krill, squid, toothed whales, baleen whales. Questions: Which organisms compete for the same food? (See Glencoe Life Science, p. 499.)

2. Trace the transmission of energy in a small ecosystem and/or identify the roles of organisms in the energy movement in an ecosystem.

RESOURCES:


501


EARTH SCIENCE

Cycle: 4 Upper

TOPIC: Ecology Pacing: 1 day Natural Resources

8 of 10

OBJECTIVES:

1. Describe how water, carbon dioxide, oxygen, and nitrogen are recycled through the environment

2. Distinguish between renewable and nonrenewable resources

3. Describe major resources of the Earth 4. Describe methods of conserving natural

resources


1. Revelation 11:18


1. Place a chocolate chip cookie on a plate. The cookie represents the earth’s crust. The chips are mineral deposits. Try to remove chips with a toothpick and disturb the cookies as little as possible. When “mining” is complete, attempt to restore the land to its original condition. (See Glencoe Life Science, p. 541.)

RESOURCES:


546


EARTH SCIENCE

Cycle: 4 Upper

TOPIC: Ecology Pacing: 2 days Environmental Issues

9 of 10

OBJECTIVES:

1. Explain the value of alternative energy 2. Identify advantages and disadvantages of

alternative energy sources 3. Identify major forms of pollution 4. Identify main causes of air, water, and land

pollution5. Identify factors that cause species to

become endangered or extinct 6. Analyze how these factors affect animal

populations 7. Explain ways to conserve natural resources

and protect the environment


1. Compare to Sabbath pollution, Ezekiel 20:13 KJV


1. Use a rain gauge to collect samples of the rain that falls outside your home or school. Dip pH paper in samples. Compare to pH chart and record the pH of rainwater. Test tap water and distilled water. Record values. Questions: Is the rainwater acid, base or neutral? How does it compare to distilled and tap water? (pH for normal rain = 5.6, tap water = 6, distilled water = 7, acid rain = below 5.6) (See Glencoe Life Science, p. 559.)

RESOURCES:

1. Explore God’s Creation– p. 250-269 2. Glencoe Life Science ‘99 – p. 548-

564


EARTH SCIENCE

Cycle: 4 Upper


10 of 10

OBJECTIVES:





1. What challenges does a Christian paleontologist face?


1. Explore careers relating to ecology and paleontology.

RESOURCES:

1. Explore God’s Creation – p. 128-129


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