VRDURDDEDIDS IM Teacher's Edition Fourth Edition QP 5II 8a weap az bju press’ SouthCarainalume doesnot constitute an vbr Any reece a intain the The fact that materials produced by other publishers may be refered o inthis endorsement of the content or theological poston of materials produced by suc and ancillary materials ae listed as an aid to the student or the teacher and in an attempt to malt accepted academic standards ofthe publishing industry. ScIENCE 3 Teachers Edition Fourth Edition Writers Project El Cover Designer Dave Schupert Peggy S. Alier, MEd Kristin McClanahan Drew Fields Lynda Slattery ; Debra Harrold White fe Heather Propst Stanley pba ar Dap Corr Fhompagher Has Ppt Saker Coordinating Woes jon sdk (Craig Octering Courtney Goabey Wise Joyce Garland: ME Joye: Gasland, MI Concept Designer Permisions freecCal Drew Fede Syria Gass ‘Nancy Wilkinson it Deeg Ione Page Layout Kathleen Thompson Consultants Peppy Hargis Carrie Walker. Readtaorg pnp SEM Doig EMice Roser Projet Coordinator ‘Mutts Bible Integration Gina Stewart Amber Cheadle Lindsey Wesley Bale, MDWr Crag Oestering ‘Teacher’ Edition photo credits: xv BJU Photo Services ‘Student Text photo credits appear on pp. A24-A25, ©2016 BJU Press Greeeill, South Carolina 29614 First Editon © 1976 BJU Press ‘Second Edition © 1989, 1996, 203 BJU Press “Third Edition © 2009 BJU Press Printed inthe United States of America All rights reserved ISBN 9781-60682-884-7 (Teacher altion with CD) 151413 12 1110987654321 / /GHW UOT ww & wooly & ww ww yw w ? 3 4 Contents Introduction Biblical Worldview Goals Instructional Materials New to This Edition ‘Text Lesson Features, Activity Lesson Features, “Teaching Biblical Worldview Scheduling Science Notebook Teaching a Text Lesson Review and Test Lessons Teaching Activity and Exploration Lessons Science Process Skills Assessment and Grading Lesson Plan Overview Lesson Plans Worldview Thinking Chapter 1 Cold-Blooded Animals Chapter 2 Warm-Blooded Animals Chapter 3 Plants Chapter 4 Ecosystems Chapter 5 Matter Chapter 6 Sound xvii SBR ne 116 Chapter 7 Energy in Motion Chapter 8 Soil, Rocks, and Minerals Chapter 9 Weather Chapter 10. The Solar System Chapter 11 Cells, Tissues, and Organs Chapter 12. skin Appendix Explaining the Gospel Materials Li Student Text Index ‘Teacher's Edition Index ‘Student Text Photo Credits How to Use the Teachers Toolkit CD Teacher's Toolkit CD ‘Activity Manual Answer Key ‘Game Bank Instructional Aids Materials List Rubrics Science Fair Information ‘Teacher Resources Two-Day Lessons Visuals 138 156 176 196 218 234 a2 a3 Als A2L Am A26Biblical Worldview Science is one of the most hotly contested areas of human culture. Many scientists today do not believe in God and try to explain everything from a naturalistic point of view. Your worldview refers, simply, to your way of viewing the world. Its the set of assumptions and beliefs used to interpret ev- E © The Tests have been re- vised to align with the » e updated material on : the Chapter Summary 2 pages and Activity ‘Manual Study Guides. Introduction » viiText Lesson Features Use the materi isto ‘determine the materls Usethe Teacher's Toolkit cD lstto determine the nstve: tonal ais rubs, or vals needed ofeach the lesson, Promate higher-level thinking skill th questions marked wth gear con Answer these questions are not all aken crectly | Lromthestusent text Begin the lesion with an Introductory discussion or activity, Engage in discussion that levaluates the underst of science concepts in Teach for Unc Guide students with questions found in Preparation for Reading to givea purpose for Feading, Vili = introduction Science 3 a | aR AAAADAAARAADAD Y ” -ae Apply bibleal truths and incipes with worldview (Obtain the necessary materials needed for enrichment using the ist provided Reinforce review, and enich ‘student earning with pages from de Activity Manual YVUVUUUVUHHOHODSEHELELELEYUGE ; ; Tksecvtes anc demon. rn Inteoduction * ix,> 1 Activity Lesson Features 4 6 & 6 * * 6 "Probe ran 5 Pe saree e Seermarcsenvenrenete é [Make teaching easier by using 6 the det rth neato Indesit sade owe é ‘Teacher Helps information. s « Steers multe hypo at i ‘states what they are trying to prove in roxtacntes if ‘Students record observations and ‘ Imeasreneesn the Procedure ‘Econ Da etme ened ‘ sing graphs and chats. X + Introduction a?re ald Use the Conclusions section to analyze te results ofthe activty and dscuss what the students hivelesmed put UUte Extend the act by using suggestion in the Follow-up setonin the Stent Tet. The student record the sponses ‘othe questions to spot ther «conclusions BUGLTET 4 ‘Assess sudents work and knowledge by using atest orrubile Lb&& wb > Introduction + xiSS Teaching Biblical Worldview ScueNce 3 incorporates a biblical workview by showing Goats nature and mankind esponsibility as revealed through creation. + Bical rath woven throughout the Student Text The fist lesson sets the stage by presenting the key biblical worldview Ponts that wl be emphasized in the course. worldview focus question introduces each chapter. AS the chapter material is presente, help the students ident ela tionships between wha they ae learning and the workdviw focus question. Other features ofthe Stent Text that help the stadents develop a biblical worldview ince the Craton Carmer and the Science and the Bible boxes, + Bible integration is included as part ofthe tet discussion in ‘the Teacher’ Edition Often reference is made back to the fist ‘workvie leson to reinforce one o more of those concepts. Take vantage of teachable moment to apply biblical trth whenever the ocasion arises. As an addtional resource forthe teacher several pages discussing wocdvie, apologetics, and evidence have Scheduling Science 3 provides material for a one-semestr program. Test and review days are included, ad some activities have been alloted two lesson das for completion, The instruction ofl textual informe. tion, activites, and explorations wil adequately fil hal-year se. ence program. Consider the fllowing while planning the schedule, +The chapters shouldbe taught in order. Vocabulary, concepts, shill and eading difficulty bud throughout the book. ‘This one semester couse may be aught on alternate days or quarters with Heeuracx Srupus, which is also a one-semester +The lesson plans ae designed fr 30-40 minut lessons. The text. pags may be read as pat ofthe lesson or prior tothe lesson Science Notebook tis highly recommended that each ofthe students keeps loose leaf notebook for science. The Actvty Manual pages ar three-hole punched to accommodate this suggestion, A notebook willllow the students o keep Study Guides, Chapter Summary pages acti ity records and other wel information organized Xl + Invoduction Selence 3 \ Sclence been incu inthe Teachers Resource section onthe Teacher Toolkit C. + Inthe Actinty Manu bibl words api ane inclaed on many lesson and activity Pages + One ofthe greatest dese of Christian teachers isto ead children tothe SiirThe teacher may find the Expl the Gospel Cutie hell is oct on age AS ofthe App + Provide loving postive, and sf erningenironmest hat ovourages you dudes to participate Remember that ll your student arc made in Gols iage (Genesis 126-27). Therefor AM your tents should inprtant 0 yo, and exch tant “hou be concerned for he sucess and well bongo the other Sten Creuse among the stodent hey wor, ely tring them tcovrec inking and fing nddal tention as esd Praesent who do wel and rae those who lp thers tod wel Teach or students tobe dig, nd portray Girt ove, grace and fps Your stuntsthey work make mis takes and fl shor of our expectations at home or in clas. Adjust the presentation of the reparation for Reading sections to precede the students’ assigned reading schedule + Exploration and Activity lesson projects may be introduced in ‘las, and then assigned t be completed outside of clase + Since many of the Exploration lesson projects require the use of research and study sills the peojct canbe incorporate into nother subject area such as language arts, ‘+ Many ofthe explorations and enrichment activities can be ad Justed for use in earning enters Asection ofthe notebook should also serve asa scence journal for ‘recording notes, observations and thoughts about concepts an » »D DDD Db zi nf yD Dd7 ee ie) SbEEEET 4 F LLOBLEEEI \ (emai ee Teaching a Text Lesson ‘instruction for each students needs, ‘The introduction ofeach eon provides shor activity or evant austin tht on tha op ot es rer Toes ofthe Stent Text. The Preparation for Reaing section Should he presented foe the tens begin eal te tet The stents should then read the tetany on thrown, sign the stants to ed the text pat ofthe sono rr tthe es son at home orn clas Oral dingo th txt soul be served for short passages ony a they reat the cussion The main part ofeach P lesson plan provides questions to help you and the stidens interact as you identify stents level of compe: hension of the material hey have read. This discussion provides an Auditory reinforcement of key des Higherlevel thinking ques tons, marked with he earn): ete students pl the information that they have ead by rating ito previous knowled and everyday situations an “ Cross curricular information, background information, activites, and demonstrations located atthe bottom ofthe lesson pages provide additional material for use withthe lesson based on the ‘lass dynamics and available ime. Cross-curcular information {nthe lessons may include at, Bible, geography, history, language, math, technology of writing. An activity mayeeinfocea concept taught inthe lesson or extend concept. Enrichment information, demonstrations an activities may also be used to aply the science concep to other subjects Materials “The materials needed to teach rnc 3 ean be found inthe fol lowing sections of the Teacher’ Eton: + The Instructional Materials section on page vi identifies the ‘essential items avalable for purchase to teach Sorc 3. «The Matera section atthe Begining of each ssn list the materials needed to teach that particular lesson. Pages onthe ‘Teachers Toolkit CD are listed under the Teacher Toolkit CD section atthe beginning ofeach lesson. «The Materials List inthe Appendix and also on the Teachers Toolkit CD specifies by chapter the materials needed to teach the cle program, ‘choo! supplies typically found na students desk (gue stick, sor, pened paper Bib etc) are nt usally sted inthe materials sts Vocabulary the Vocabulary section lists the key terms for the lesson. These terms are bold in the Staden Text. They are also listed on the tary pages the end of each chapter in the Activity ramary pages provide space fr the students to waite ‘ld that task, The terms and Guides in each ‘Chapter umm Manual The sun the definitions if you choose to in their definitions will aso be reviewed onthe Study chapter ofthe Activity Manual. Preparation for Reading Reading for information san essential sil for eading success. The repaaton for Reading section prepares the students for reading in the falling ways. + Rea and pronounce together vocabulary and oer words that may sow the students teading fuency. Definition are not ds ‘assed this time to allow the students to gain an understanding ‘of the meanings from sentence context. + Ditct the students attention to headings, bod and italicized ‘words, captions, diagrams, and feature boxes as aids to under Sanding the tex and as sources of additional information. + The reading foreach lesion i divided into two-page segment One or more questions are provided to direct the students focus asthey rad ‘Display the vocabulary terms amplbian and metamr: ‘phosis and pronounce them together. + Direct sttention to the Stages of Frog Metamorphosis lagam: Espanta diagram is labeled pure SakgpopanGeiatanera, ‘Direct he stant to read pages 14-15 lento find theanower tots goesion What does amphibun mean? Teach for Understanding In the Teach for Understanding section, you wil find questions and comments o help you esate the understanding of concep. The {uestons sted are not exhaustive but area springboard to hep you begin the discussion, +A gear icon () is wed to help you identify the higher-level. ‘thinking questions, The answer toa higher-level thinking question {snot taken directly from the pags being discussed. Supply any prompts or background nesded to guide the students to answer these questions. + Develop in the tudens the expectation of supporting yesn0 responses with an explanation. Some lessons incorporate demon- ‘rations and brie activities with the questions to provide hands ‘on opportunities to aid students’ understanding Charts, graphs, maps, photos illustrations, and diagrams are forms communication that enhance students reading and understand: ing. Guide the students in understanding, interpreting, and using these Features pic organizer are tools to ald the students! understanding, The ‘organizers can help the students sce the organization of facts an details. Many onganizers may be competed during the discussion ‘ras reinforcement following the teaching They may also be used to help the students take a loser look at the information by making comparisons. Introduction + xiiQuick Check The Quick Check tthe end of each section inthe Student Text helps the students evaluate their comprehension a What characterises of Earth allow life to beable toexiston it? Two-Day Lessons ‘Two days have been alloted to cover some content. You may want to teach the ext pages the ist day and we activities demonstee- tions or other ideas inthe lesson plan onthe second day. Or you ‘may also want to extend the diseussion to two days y incorpo ‘ating the activities and demonstrations into the ext materia. Activities and demonstrations ae loated athe bttom of may ofthe lesson pages, There is alo a Two-Day Lesion section onthe Review and Test Lessons Teacher’ Toolkit CD, which provides list of ideas foreach lesson aswell asa bank of teaching suggestions and resource, The ideas and reading skills may be used with any lesson or other subject area, + The Ober Chocolate Changing Sates nd Compare porn Rates demotion and he Molding isn Maing Fozn Treaty Viewing Wate Espa Si an Gods Charcerstes ver Changesets founda he Goto fhe agesia Lenn 7 may be incorporated into tise + Sagestons for atonal acti forth wo-day inlet on te Teachers Toot CD. Incuded in the Activity Manual are pages lentfed with review con. Each chap- ter has Study Guide pages to help the st dents review the information in senller Segments One study guide inches Write About It application question that require a longer writen response. The Teacher Resource section ofthe Teachers Toolkit CD contains information about the writing proces ‘The Chapter Summary pages list ll the vocabulary and key con- cepts from the chapter. You may choose for the students to write definitions inthe Words to Know section as pat ofthe instruction time. The Key Ideas section summarizes the main concepts the students should know and understand. Page mambers forthe Introduction ‘efntions and concepts are provided inthe Activity Manual “Answer Key ‘A Review lesson is provided foreach chapter Us of the suggested fame or an alternate game fom the Game Bank onthe Teachers Toolkit CD reviews vocabulary and concepts in a fun way. ‘The Review lessons ls give the teacher an opportunity to check that each student has accurately completed the Study Guides for the chapter. The material for each chapter tests taken from the Study Guide and Chapter Summary pages. A student who understands ‘the material (and doesnot just know the answers) covered on the review pages willbe adequately prepared to take the test. The test day has been given its own lesson number, There fs no ‘material asigned tobe taught inthis lesson (Note: The tests and ‘keys must be purchased separately) Science 3 n aok n : is importan to emphasize the ae fhe Atty and Explor tom essnsin Seve In odor theses oly Kno and understand sence they muse le tose. Knowing when an howto aply scence isthe as promise Behind the te Sef ey peed The Activity and Exploration lessons allow the students to demon- strate their understanding of science concepts through hands-on activities. However these atvitis als allow the students t apply [knowledge from other subject areas, such as measurement sls from math, and writing and commision skis rom English ‘They levels. You may find that students who are not good "book learners” are mach "etter at doing hands-on activities. Teaching Activity and Exploration Lessons hose to assign task to each fom by al. Later in the task of exch rg record tthe beginning ofthe year, you may group member to ensure active partlpati Year the students within each group can decide thet member Tasks may ince handling materials, meas {ng information, and communicating result Groups for Explorations ‘sing groups fo explorations may requir ‘Because the Exploration lessons are les struct may havea dificult time asigning themselves appropri However since these lessons often requieahigh lve of eeatiiy stants may be les itimidated ia. a group setting extra input from you red students ‘Management’ Being prepared is the key toa successful activity. Materials ists are ‘given inthe Stadent Tet and inthe Activity Manval The Teachers Eedtion alo includes comprehensive materials ison page A3. A printable copy ofthis it is included onthe Teachers Toolkit CD. ou wil need to determine speci quantities based onthe number afacence group you have. You may need an additional uantiy ‘fsome materials inorder forthe students to fllow up the activity sth new variables Have newspaper or plastic on hand to cover work surfaces and buckets or containers in which to dispose of waste material Paper towels or rags are helpfl also Introduction + xv =aScience Process Skills a! Science isnot jst a collection of facts. tis also a demonstration Although process skis are emphasized inthe Acts of processes that show understanding of how scence works, Each they ae also usd in ksson discussions, demonstrations and Ac soni Sarsr 3 eps one hs res il Exploration lessons, The Basie Science Process Sil a the O° the discussion, The studens wil use some of the ater sls daring emphasized in the SCIENCE 3 activities cach activity aswel, : : + COTA) using the senses to gather information regarding objects and events = PRMRPPEUERE ISSA using standard devices and techniques to quantiy information en Tear) suggesting explanations based on previous knowledge or observation r ore ur grouping or ordering objects based on similarities or differences Creer) forecasting an expected result based on prior experience or knowledge Cerrar} Using writen, oral, or graphic means to transmit information to others The Integrated Science Process Skils ae not directly taught in s Screwce 3 bat ae often used. You may choos o incorporate the traching of them aswell in preparation for thei sein ater grades, a Pri) formulating a statement that can be tested by experimentation Identifying and ‘recognizing the changing and unchanging factors in an investigation ere un ‘and adjusting one factor to obtain data = ‘explaining an object or event properly but in terms of each student's Prete cond eeiatnond eroatence rr) setting up and following a procedure to test ahypothesis ere ed gathering information about objects and events in an organized and reat) systematic manner ‘creating a physical or mental representation to explain or clarify ideas, Re earn o Gas Science 3 xvi + IntroductionEUV ETT TT ZF Db bEETT bob obo OU \ \ Assessment and Grading Science 3 provides a variety of took that teachers may use for ‘sessment and grading Frequent assesment enables you to aust pertain pln eer met th ned of ete he chart identifies suggested percentages to use for aleulting each students total grade . : ‘Tess [Written Work | Achities & | Paripation Explorations 2m 2% 25% 3% 3% 3 50% 20% 20% 10% 20% 25% 2586, 108 Tests “The Screwer 3 Testecan serve as the objective part ofthe valuation ofa students progress. The most effective tests are an outgrowth ‘ofthe teaching process. Aecoudinghy thes et should not replace your indvidoal assessment of stadent’s understanding and ap plication The tests can be adapted to meet the teaching emphasis Sind direction aswell asthe students maturation level. You may find itnecesary to eliminate some tems, provide addtional tes items, ‘or doo Stents wl ind the mastery level information forthe Sctusice 3 Tet on the Study Gale and Chapter Sammary pages in the Activity Manual For True and False sections at this grade ev, words are underlined to help the students determine the validity ofthe statements. nthe Activity Manual stents coret fale statements. On tess they need only label the statements, Written Work Wiriten work may include daily assignments, Quick Check answers, Activity Manual pages, say and application questions, and jouralenries, Scores may he given based on the completion of some assignments and the sccuracy of content on other. Activities and Explorations ‘Arubric sa wseful tool fr assessing work that isnt objective, “Such as the Activity and Exploration lessons. Specific eubrics for tach Activity and Exploration lesson, aswell a insteuction for their se areloated onthe Teacher’ Toolkit CD. In a group tivity itis ften beneficial to give not only the group asa whole {grade but abot give each student an individual grade, You tay choose to github the steno tte go Seltasessnent as the actity oF projects completed. Your scores tnd comments ona rbri allow the student to se why he oF she received a particule grade and areas that need improvement Participation You may choose to evaluate each student participation during lesson dscssons, This subjective asessment should be tracked. You could se checlsts, rubrics, point values, o letter grades Leaping Lizards tine Sasha Speers _ eter 44 Seta “5B Sree | 5 LS Sia 5 | 4 4 [4 3 lei 3 | = Lo | 30 | i) Sasha, you organize your materials and time well You showed good lealership, bt you need to allow everyone to help Introduction * xvii =|er Lesson Plan Overview | = Define weld 1] 3 | 3 | 1 | sUstcharactestics ofa Christan worldview | * Apply Christin worden toscience + Recognize that knowledges needed to care for animals *Undertandthat scents group animals with si characterises | + Dferentatebenseen invertebrates and vertebrates 2 49 | 49 | 35 |S iferentatebetween warm-blooded and cold blocded vertebrates | Prope osstewards of Gods creation | God varityincreation | God's desgnofcltbooded vertebrates + Name thee groups ofcold blooded vertebrates + Usteommen characteris os Sods design offs God power oer creation 3 | 1013 | rs | 4e8 fons oe Name thee kinds of amphibians 41415 | 115 | 69.11/19 “identify characteris of amphibians + Sequence and descbe the tages of fog metamorphosis Identy characteris of reptiles *Diferentate between reptiles and amphibians 4.15, _|+ Understand that God gave peopl the job to mana 1741s Godsemniotence ‘Gedsvoretyin creation Peopeesstewardsof Gods reaon 7 animals s | 1619 | 1-19 2D ‘Measure Up:Temperature Measuring | “Identity that sclentst use Cals thermometers to measure temperature 6 | 20-21 | 20-21 | 19-20. |-Demonstatehow to use and read athermometer *Wnteabout the characteristics used to identify a col blooded animal + Apply knowledge to everday stuatons | 19 vp Science Skil:ASclence Experiment Predicting + Use scentie method Observing Measuring Intering , 7 | ae 222 i} ~ ‘Activity Leaping Lads Messing ‘sea thermometer to measure temperatie wane 8 | atas | ana | 22-24 | “infrhows cad bonded nial depends onthe temper os | nvr | Peoples steer of Godt eton | yp 19 Chapter Review + Recall concepts and terms fom Chapter 1 t Chapter 1 Test 2 + Demonstrate knowledge of concepts taught in Chapter? ioe] 7 xviii» Lesson Plan Overviews Science 3 ee aidI Pee (ace tu debe a + Racogeze tat people ate een fom animals ‘dent groups of warm blooded animals | exploration Watching [Nake ia feeder Observe bids ata bid feeder People cr Gods mage bees i) ne & list characteris fbi “List ways to iden bes God's design fits od pronsonforHsceaten se + ideny characterises of mammals * Deserve ways to enti mammals | ‘entity a mammal from each 70% Detribe how humans are ferent fiom mammals 36-42 | 32-38 | 2,33-26| - xan why people need to understend warm-blooded arias | Gedspronsionfr screation ods vanetyin creation People as Gadsimogebeores People as stewordsof God creation | mh (a) one + Dferente between lebmed bahaviors and instincts Understand that isin are given by God | wie reasons fr cling 2 marine mammal and characteris ofthe 4-45 | 39-41 | 37-40 |” envronmentineeds Gea ronan fr creation God's power over Ms creation | Godsuseofcreaton fr Hs ory Communiating asstying Aatvity: Animal Books ‘heseorch information abou the vertebrates eos 1 Cassy animals as fish amphib.ons reptiles birds or mamas {Comrise information to oters chapter Review “ 4142 | Recall concepts and terms fom Chapter2 am oo |: Demonstrate knowledge of concepts taught in Chapter 2 + LUCE UOTE Lesson Plan Overviews + xix SSS SSScee Coes eta ey oer Lesson Er cd eee + Recognize that using plants spat of managing the earth | + Compare how plants ad animal get theierutents i 50-53 | 44-47 | 43-44 | Descnbe the ncton ofeach pat of plant | People a stewards of Gods cection | ‘Ged sprowson or Hiseretion | + Usea diagram to describe the process of photosymess Describe thee things pons need for photosynthesis 5457 | 48-51 | 45-46 | Describe two things pons produce durng photosynthesis Gods perect design God’ prowsion fr is creation . bs Measure Up: Length Measuring 58-59 | 52-53 | 47 | «Identify themeuc unit for measuring length and distance + Demonstrate the ws ofa centimeter rule and meter stick 4 Activity: A Pace to Grow ‘Measuring 4 + Demonstrate these of a centimeter ruler Observing Bear | eas?) | 2.2) | acogni te portance ct sung ts pant roech | Peoples stenordsor Gods creation *Ideny pars of plans that are eaten + Kdentify ways God created plants to be used by animals and people 14s “Wie ave essns wy photoes enporann ee ane GAS) | EA) |) GED | Paba eraeapany 7 epost od catan exter coon a People's use of science to glorify God 5 ‘Chapter Review. s : 5 ae + Recall concepts and terms from Chapter 3 I; Chapter 3Test =| ¢ o = = + Demonstrate hnowledge of concepts taught in Chapter 3 : 6 . é « | . . ¢ . . 2 - LesonPten OverviewsSrey rap oir ary Eero eee ue | Recognize hat the Ftlasan event that changed the earth [identify tre characterises of ing ngs Descibe how an ecosystem, entranment population, habla 3nd | |commurty relate to one another fects ofthe Fall opened ersobaton a i ao wee LUO 25 | 0-73 | coss | sss7 Descnbe how producers, consumers and decomposes getthet nergy romthe sun an | foeremiate between producers, consumes and decomposes he 66-69 | 59-60 | en hebiores omnivores and cores as types of ensues and seni a ey eat People aster of Gots creation | iy * Cantos food chain anda ood web “ead food websto understand how energy moves though an ecosystem zee || 773 | 61-02 ‘Enplain what heppens when one part oa ood web changes Summarize ho Adam's a the Fal fected eon the earth | “ham causes of change nan ecosystem “Understand that Gog cebtediving things with the abit to adapt their Recognize tat in an ecosystem the number an types of ving things ‘dependon thew neods beng met 7-77 | 63-65) |. mtehowa ling thing can affects ecosystem | Godspertectdeson | Go prowsion for Msreanion Gods power overs craton People ned orsovon People steward Gods cation T Infening ‘Activity: Econystem Tag we stn me ‘Made! predator and pry relstonsips ‘infer chonges population sizes ‘chapter Review 67-68 | pecal concepts and tems rom Chapter 4 Demonstatenowledge of concepts taught in hopes 4 | Chapteratet Lesson Plan Overviews +edo er ry « cue ecm 4 + Recon hat rowege needed owe mater BI sels exces (gen ¢| tendo snectonricttnncosernome: é | 50-83 | 69-70 | Esplin the diference between massand volume | 2 | aseestera reat Oo ls “iets edo menue mas | ¢ “Domovitu hw tome mas gs bbe 2% | en | sess | 22 |inrmmuninne + Identify units used to measure volume 7 doesent is memes eas ieee ere: | Christians as honest workers > Activity: Which Kind of Matter? ‘Observing | as | sr 73.74 “Sonne popents ofr ind ofater wring > “fer lssfications of matter based on properties | “ent ee ses mater ee Ngee le ee + Compare and contrast the properties of solids, Bquids, and gases = Recognize that matter changes sates | Describe how heating and cocing can cause matter to change tates 2 | Deserbethetivee states of water 37-38 | 104-9 | 94-99 | 79 | «Contrast water with other forms of mater + Explain what the moisture ona windows called and wy isthere ~ ‘Godnever changes + Compare and contrast physical changes and chemical changes > “enti examples of physical and chemical changes 38 | 110-13 | 100-103 | 61-84. | Explain how people can use mater to serve God and other people 2 People as stenards of Gods creation ‘Cntstiane use of cence o show Gods love others | : Chapter Review po} 85-86 | peel concepts and terms rom Chapter S | | Chapter STest = aes + Demonstrate knowledge of concepts aught in Chapter S 3 s S 2 cy = s S » Selence 3 Lesson Plan OverviewsLesson a. pad 2 nan ris cd rn coy een eee *eerbe cures fund ent causes of sound vibrations “Ged creaton forthe ve ond enjoyment ofpeope [Chto ve of cence show Godsovetocthers Cee + Recognize that leaning abou soundan hlpus welt gly God rb io mas nor 29-90 + pin ow sound vavlsin waves “escrbe now thestate of matter affects the speed of sound waves trveling through - Deseribe the yes ofssfoces that reflec or absorb sound waves Peoples stening and being obecent Gods Word 125-29 = Describe characteristics of ch volume and quality “we ny some bs have higher itches than others ‘Aativity: Musial Jars ‘orediet and test how the amount farina jrafects sth Predicting easing 45 30-32 ne20 Iden the thee main parts ofthe eat {beside te funetons ofthe three main prtsof thee odes rector Gedsprect don 12 ma Exploration: Al ars + Make a model of the ear Demonstate knowledge of prs f the ar ” 1335 2-28 = Deserbs how the sounds you make can lot od “TRecogniz the need to keep e3ssafe nd healthy peoples spans 0 gfrly God People os stewards oFGodcretion peoples veo saenceto honor God 99-100 chapter Review ‘Recall onceptsand tems from Chapter6 Ww Chapter 6 Test Demonstrate knowledge of concept taught Chapter VULEELEDELITITI woos vb Lesson Plan Overviews + xxii