||Science Curriculum Goals
- Make decisions that reflect their Christian identity when faced with scientific moral issues.
- Use the scientific method in problem solving.
- Communicate theories, research, and conclusions in science by using writing, speaking, listening and technical skills.
- Display respect in their interactions with the environments of which they are members.
- Exhibit organizational skills, intellectual curiosity and growth, and application of what has been learned in science both to future schoolwork and to lifelong learning.
- Use higher order thinking skills including comprehension, application, analysis, evaluation, and synthesis in learning concepts in life science, earth science, and physical science.
- Use research, inquiry, and technology skills to find and evaluate needed scientific information from a variety of sources.
- Exhibit a respect for diversity in nature and awareness of global issues.
- Make good decisions regarding nutrition, personal health behavior, and disease prevention.
- Use creativity in scientific problem solving.
- Compare and contrast applications of science in technology.
- Compare and contrast in earth science.
- Show appreciation for environmental science.
- Distinguish between healthy and risky behaviors.
- Show appreciation for good nutrition.
- Recognize animals.
- Identify plants.
- Recognize human beings.
- Demonstrate use of science equipment.
- Research and participate in space science.
- Participate in the stewardship of God’s creation.
- X-rays, video clips in technology class
- Calendar, weather chart
- Importance of recycling
- Hand washing, proper hygiene, dental health
- Food groups, eating habits
- Animal babies, mothers and their habitat
- Planting seeds, recording growth
- Skeletons, x-rays
- Magnifying glass, skeleton model, magnets
- Constellation models, planets
- Ways to reduce, reuse, and recycle
- Research the five senses.
- Distinguish between living and nonliving things.
- Identify and describe the life cycle plants and animals.
- Define animal habitats.
- Identify and define the four seasons.
- Research changes in weather.
- Describe ways to care for our earth.
- Smell, hearing, taste, touch, sight
- Basic needs of all living things: air, water, food
- Life cycles of apple trees, pumpkins, leaves, butterflies, frogs
- Woodland forest, rainforest, arctic, desert, ocean
- Spring, summer, fall, winter
- Types of weather; wind, temperature, and precipitation
- Caring for animals, plants and people
- Identify the parts of plants and their functions.
- Research the ways people use plants.
- Compare and contrast animal groups.
- Identify a food chain.
- Compare and contrast animal habitats.
- Define pollution and its effect on habitats.
- Identify evaporation, condensation and the water cycle.
- Compare and contrast extreme types of weather.
- Define fossils and how paleontologists work with fossils.
- Research what happens to animals who cannot meet their needs.
- Identify how sun gives heat and light to earth and causes night and day.
- Research earth’s orbit and seasonal changes.
- Describe what causes moonlight and moon phases.
- Define stars and discuss constellations.
- Identify the planets of the solar system.
- Parts of a plant (leaves, stem, roots, flower, fruit) and functions ways people use plants
- Traits of animal groups (mammals, birds, fish, insects, amphibians, reptiles)
- Food chain (ocean habitat)
- Animal habitats ( woodland forest, rainforest, desert, artic, ocean )
- Pollution ( garbage, oil, air pollutants )
- Evaporation, condensation, water cycle
- Extreme types of weather ( hurricane, tornado, drought, flood )
- Fossils, paleontologist
- Animals not meeting needs ( extinction)
- Sun / earth ( heat, light, day, night )
- Earth’s orbit and seasonal changes
- Moonlight as reflective light, moon phases
- Stars, constellations
- Planets of the solar system ( Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto )
- Identify the process of photosynthesis.
- Identify inherited and learned traits of animals.
- Classify animals according to characteristics.
- Define an ecosystem and its parts.
- Explore adaptations in ecosystems.
- Explain how plants and animals interact with the environment and each other.
- Define and explain an energy pyramid.
- Identify kinds of resources.
- Compare and contrast the sun, the planets and their orbits.
- Describe the properties of matter.
- Compare and contrast the properties of matter.
- Describe how matter is combined.
- Describe how matter changes.
- Research the elements.
- Photosynthesis, chlorophyll
- Physical and learned traits of animals
- Characteristics of mammals, birds, amphibians, fish, reptiles, insects
- Ecosystems, population, community, habitat
- Survival characteristics of animals
- Producer, consumer, decomposers
- Food web, energy pyramid
- Renewable resources, nonrenewable resources
- Characteristics of sun, planets and their orbits
- Solid, liquid, gas
- Volume, mass
- Mixture, solution
- Evaporation, condensation, physical change
- Compounds, chemical change
- Identify and compare / contrast the physical properties of rocks.
- Describe and explain changes of rocks over time.
- Explain how scientists compare and classify organisms of today and the past; describe reasons organisms become extinct.
- Distinguish organisms and their habitats; where they live within an ecosystem.
- Demonstrate knowledge of producers, consumers, and decomposers.
- Interpret the path of energy in food chains and food webs.
- Translate the changes in ecosystems – identify problems / solutions.
- Analyze what makes up living things.
- Distinguish plant / animal cells.
- Identify organ systems in animals and describe functions.
- Explain that animals must reproduce for their species to survive.
- Compare / contrast different ways animals reproduce.
- Rocks ( minerals, igneous, sedimentary, metamorphic, fossils )
- Changes of rocks over time
- Classifying organisms ( kingdom, trait, genus, species ) / past ( fossils, extinction )
- Organisms and where they live: ecosystem, community, habitat
- Producers, consumers, decomposers
- Path of energy in food chains and webs
- Changes in ecosystems (drought, overpopulation, pollution, fire, disease)
- Cells in living things
- Plant / animal cells
- Cell, tissue, organ, organ systems
- Reproduction for survival
- Development and reproduction
- Identify a number of structures found in plants and animals.
- Discuss and research the great diversity of plants on earth.
- Discuss and research the great diversity of animals on earth.
- Define and discuss various ecosystems on the earth.
- Be able to explain how a population and its ecosystem interact.
- Discuss the importance of some of the earth’s rocks and minerals.
- Discuss how atmospheric conditions affect weather and climate.
- Discuss the properties of matter and energy.
- Compare and contrast Newton’s Laws of Energy.
- Characteristics of living things, plant parts: roots, stems, leaves, why are plants important to us
- Plants with seeds, plants without seeds, plant responses and adaptations, flowers and seeds
- Animal structures and functions, animal adaptations
- Food chains and food webs, cycles of life
- How populations survive, biomes, how ecosystems change
- The earth’s crust, the minerals in the earth’s crust, the earth’s rocks and soil
- The sun’s effect on the earth, water vapor and humidity, clouds and precipitation, air pressure and wind, air masses and fronts, severe storms
- Physical properties of matter, physical properties of mixtures and solutions
- Newton’s three laws of energy
- Classify living things based on similarities and differences.
- Identify the organization of living things from the most complex, the ecosystem, to the most basic, the cell.
- Discuss the sun, moon and earth relationship in the solar system.
- Research how the earth’s crust is constantly moving and changing.
- Recognize the interaction between matter and energy on earth.
- Apply the concepts of simple machines.
- Participate in outdoor education.
- Six kingdoms to species, invertebrates, reproduction and growth
- Cells organized into tissues, organs, organ systems: traits and how they are passed from parent to offspring, Gregor Mendel
- Telescopes and satellites, interaction between earth, moon and sun
- Earth’s plates, earthquakes, volcanic eruptions, forces of weather, erosion and deposition, the rock cycle, geologic time
- Properties and changes of matter, elements and atoms, chemical changes, submarine project
- Speed and distance, forces and motion, acceleration, momentum, energy and work
- Camp Ondessonk – outdoor education for one week, group building skills, nature lessons, Native American history, outdoor skills, environmental knowledge
- Apply the metric system.
- Translate the work of prior scientists into daily applications.
- Describe the relationships between work and machines.
- Explain the movement of energy through the environment.
- Show an appreciation of H2O as a resource.
- Analyze populations.
- Relate the needs of an ecosystem with the need to protect and conserve.
- Participate in scientific processes.
- Calculate speed, force, acceleration, pressure, work
- Newton, Pascal, Bernoulli, Archimedes
- Efficiency, input/output forces
- Energy and power – thermal energy and heat
- a) H2O properties and cycle/availability vs. demand
- b) ocean movement and zones
- Population studies – classroom and field
- Biogeography, biodiversity, conservation
- Labs designed to explore content through discovery/inquiry
- Distinguish between different types of matter.
- Explain the structure of the periodic table.
- Apply facts of carbon chemistry.
- Discuss the impact of activity that occurs beneath the earth’s surface.
- Compare/contrast components of the earth.
- Classify life forms.
- Identify increasing complexity among life forms.
- Molecular structure, changes of state, products of reaction
- Mendeleev, atomic number, chemical symbol, families, periods
- Organic compounds, nucleic acids, equations for photosynthesis/respiration
- Plate tectonics, earthquakes, volcanoes
- Properties of rocks and minerals
- Linnaeus’ system of Binomial Nomenclature
- Survey of phyla