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					                                                                 BJU Press
                                                      Course Outline––Fourth Grade
                                                          Science 4 (3rd edition)
             Unit Content and Objectives               Time      Methods, Activities, and      Books and Materials      Biblical Integration/
                                                                      Evaluation                                         Subject Integration


Unit 1: Life in God’s Creation                        30–35   Read and discuss material in   Science 4 (3rd edition) • Man’s use of
Chapter 1: Living Things                              min.    text.                                                    wisdom to serve his
The student will:                                     3–4     Use interactive and hands-on   Teacher’s Edition         fellow man
• recognize the interrelationship of science          days    activities outlined in the     Pages 1–28              • God as a source of
   concepts.                                          per     Teacher's Edition.                                       wisdom
• recognize that a wildlife manager uses              week    Conduct Activities and         Student Text            • God’s provision for
   wisdom.                                                    Explorations with students     Pages 1–24                His creation
• identify the parts of an ecosystem.                         as a class, in small groups,                           • God’s use of
• identify the basic needs of living things.                  and individually.              Activity Manual           creation for His
• recognize that basic needs are met through                                                 Pages 1–18                glory
   resources.                                                 Evaluation Techniques:                                 • Man as God’s
• give an example of competition.                             Activity Manual pages          Various instructional     special creation
• recognize that God provides food for plants                 Classroom discussion and       materials as listed and • God’s variety in
   and animals in different ways.                             review                         specified in the          creation
• describe how plants get food.                               Individual and group           Teacher’s Edition and • Man’s imitation of
• identify characteristics animals use to get food.           projects                       Teacher’s Toolkit CD      creation
• identify types of shelters animals use.                     Tests, quizzes, and rubrics                            • God’s perfect
• explain how working together benefits some                                                                           creation
   animals.                                                   Science Process Skills:                                • Consequences of sin
• use a scientific method.                                    Using models                                           • The flood’s effect
• model different kinds of bird beaks.                        Inferring                                                on the earth
• relate the results to actual birds.                         Classifying                                            • Man’s responsibility
• communicate information to other students.                  Communicating                                            to glorify God
• define adaptation.                                          Using numbers                                          • Interrelationship of
• identify camouflage, mimicry, migration, and                Recording data                                           the parts of creation
   hibernation as ways animals survive.                                                                              • Man as a steward of
• name some examples of camouflage, mimicry,                                                                           God’s creation
   migration, and hibernation.                                                                                       • Man’s use of God’s
• observe how camouflage works.                                                                                        resources
• record and interpret data.                                                                                         • God’s creation for
• research an endangered plant or animal.                                                                              man’s enjoyment
• write about an endangered plant or animal.                                                                         • Christian behavior
Fourth Grade: Science                                                                                                                        2
            Unit Content and Objectives              Time      Methods, Activities, and      Books and Materials     Biblical Integration/
                                                                    Evaluation                                        Subject Integration

•  give an oral presentation with a visual.                                                                         as showing God’s
•  measure length to the nearest centimeter.                                                                        love to others
•  recognize that each living thing has an effect
   on its environment.                                                                                             Subject Integration:
• infer that increased development often results                                                                   • Bible
   in decreased habitats for plants and animals.                                                                   • History
• identify pollution as anything that makes the                                                                    • Language
   water, air, or land dirty.
• recall concepts and terms from Chapter 1.
• apply knowledge to everyday situations.
Unit 1: Life in God’s Creation                      30–35   Read and discuss material in   Science 4 (3rd edition) • Man’s use of
Chapter 2: Insects and Spiders                      min.    text.                                                    wisdom to serve his
The student will:                                   3–4     Use interactive and hands-on   Teacher’s Edition         fellow man
• demonstrate knowledge of concepts from            days    activities outlined in the     Pages 29–54             • God’s provision for
   Chapter 1 by taking the test.                    per     Teacher's Edition.                                       His creation
• recognize that a beekeeper uses wisdom.           week    Conduct Activities and         Student Text            • God’s variety in
• recognize that arthropods are one kinds of                Explorations with students     Pages 25–48               creation
   invertebrate.                                            as a class, in small groups,                           • God’s use of
• explain why an insect is an arthropod.                    and individually.              Activity Manual           creation for His
• identify insects as the largest group of                                                 Pages 19–40               purpose
   arthropods.                                              Evaluation Techniques:                                 • Evidences of
• identify parts of an insect’s body.                       Activity Manual pages          Various instructional     salvation
• recognize that God has given each insect what             Classroom discussion and       materials as listed and • God’s perfect design
   it needs to survive in its ecosystem.                    review                         specified in the        • God’s perfect
• identify six ways insects protect themselves.             Individual and group           Teacher’s Edition and     Creation
• name two insects that have chewing                        projects                       Teacher’s Toolkit CD • Creation under the
   mouthparts.                                              Tests, quizzes, and rubrics                              curse of sin
• name two insects that have sucking                                                                               • God’s plan of
   mouthparts.                                              Science Process Skills:                                  redemption
• make a model of an imaginary insect.                      Making and using models
• apply information about insects and                       Communicating                                          Subject Integration:
   environments.                                            Defining operationally                                 • Art
• use and define terms in context.                          Observing                                              • Bible
• identify insects.                                         Classifying                                            • History
• record observations about insects.                                                                               • Technology
• organize insects in a display.                                                                                   • Writing
Fourth Grade: Science                                                                                                                            3
             Unit Content and Objectives                Time      Methods, Activities, and      Books and Materials      Biblical Integration/
                                                                       Evaluation                                         Subject Integration

•   name two insects that go through incomplete
    metamorphosis.
•   describe the stage of incomplete
    metamorphosis.
•   name two insects that go through complete
    metamorphosis.
•   describe the stages of complete
    metamorphosis.
•   use the PQ3R method to read informational
    text.
•   recognize that some insects live and work
    together in groups.
•   describe some way honeybees work together.
•   compare different types of ants.
•   name some jobs that members of an insect
    colony have.
•   observe and compare the ants’ responses to
    different foods.
•   compare the bodies of insects and spiders.
•   describe some ways spiders get their food.
•   identify two poisonous spiders.
•   recall concepts and terms from Chapter 2.
•   apply knowledge to everyday situations.


Unit 1: Life in God’s Creation                         30–35   Read and discuss material in   Science4 (3rd edition)   • Man’s use of
Chapter 3: Plants                                      min.    text.                                                     wisdom to help his
The student will:                                      3–4     Use interactive and hands-on   Teacher’s Edition          fellow man
• demonstrate knowledge of concepts from               days    activities outlined in the     Pages 55–74              • God’s creation for
   Chapter 2 by taking the test.                       per     Teacher's Edition.                                        man’s enjoyment
• recognize that a landscape architect uses            week    Conduct Activities and         Student Text             • Fall of man
   wisdom.                                                     Explorations with students     Pages 49–68              • God’s provision for
• identify and describe parts of a flower.                     as a class, in small groups,                              His creation
• explain when pollination occurs.                             and individually.              Activity Manual          • God’s variety in
• name three ways plants can be pollinated.                                                   Pages 41–58                creation
• recognize that a fruit is the part of a plant that           Evaluation Techniques:                                  • God’s plan for
Fourth Grade: Science                                                                                                                          4
             Unit Content and Objectives               Time      Methods, Activities, and      Books and Materials     Biblical Integration/
                                                                      Evaluation                                        Subject Integration

    contains seeds.                                           Activity Manual pages          Various instructional     salvation
•   name four ways seeds can be dispersed.                    Classroom discussion and       materials as listed and • God’s protection of
•   identify the parts of a seed.                             review                         specified in the          His people
•   observe seeds in fruit.                                   Individual and group           Teacher’s Edition and • God’s Word as the
•   record information about seeds.                           projects                       Teacher’s Toolkit CD      only true source of
•   experiment to test a hypothesis.                          Tests, quizzes, and rubrics                              guidance
•   infer conditions needed for green beans to                                                                       • Spirit-filled
    germinate.                                                Science Process Skills:                                  Christians
•   identify some conditions a seed needs to                  Hypothesizing                                          • God’s perfect design
    germinate.                                                Observing
•   describe the life cycle of a plant.                       Inferring
•   name some ways plants reproduce without                   Identifying and controlling                            Subject Integration:
    seeds.                                                    variables                                              • Art
•   describe some ways botanists classify plants.             Collecting and recording                               • Bible
•   identify a fern as a plant that reproduces by             data                                                   • Demonstration
    spores.                                                   Classifying                                            • Geography
•   differentiate between the locations of seeds in           Communicating                                          • History
    flowering plants and in conifers.                                                                                • Scientist Link
•   classify leaves by chosen criteria                                                                               • Writing
•   communicate classification criteria to others.
•   recall concepts and terms from Chapter 3.
•   apply knowledge to everyday situations.



Unit 2: Energy in Use                                 30–35   Read and discuss material in   Science 4 (3rd edition) • Man’s use of
Chapter 4: Forces and Machines                        min.    text.                                                    wisdom to serve his
The student will:                                     3–4     Use interactive and hands-on   Teacher’s Edition         fellow man
• demonstrate knowledge of concepts from              days    activities outlined in the     Pages 75–96             • Christian behavior
  Chapter 3 by taking the test.                       per     Teacher's Edition.                                       as showing God’s
• recognize the interrelationship of science          week    Conduct Activities and         Student Text              love to others
  concepts.                                                   Explorations with students     Pages 69–90             • God’s omnipotence
• recognize that movers use wisdom.                           as a class, in small groups,                           • Man created in
• define force.                                               and individually.              Activity Manual           God’s image
• identify gravity and friction as forces.                                                   Pages 59–70             • God’s perfect design
• recognize that motion is a change in position.              Evaluation Techniques:                                 • Man’s imitation of
Fourth Grade: Science                                                                                                                         5
            Unit Content and Objectives               Time      Methods, Activities, and      Books and Materials     Biblical Integration/
                                                                     Evaluation                                        Subject Integration

• describe the relationship between work, force,             Activity Manual pages          Various instructional    creation
  and distance.                                              Classroom discussion and       materials as listed and
• explain how simple machines make work easier.              review                         specified in the        Subject Integration:
• differentiate between the effort and the load.             Individual and group           Teacher’s Edition and • Bible
• define lever.                                              projects                       Teacher’s Toolkit CD • History
• name some examples of different levers.                    Tests, quizzes, and rubrics
• experiment to find out how the position of the
  fulcrum affects the amount of effort.                      Science Process Skills:
• predict whether fewer or more pennies will be              Hypothesizing
  needed when the fulcrum is in a given position.            Predicting
• use a wheel and axle to show how distance and              Experimenting
  force are related.                                         Inferring
• recognize that gears are a special kind of wheel           Controlling variables
  and axle.
• identify where the load and effort are when a
  fixed pulley is used.
• explain how adding movable pulleys to a block
  and tackle decreases the effort needed.
• name some examples of wheel and axles and
  pulleys.
• identify inclined planes, screws, and wedges as
  simple machines.
• name some examples of inclined planes.
• name some examples of screws.
• name some examples of wedges.
• infer the relationship between force and work.
• compare the results of changing a variable.
• recall concepts and terms from Chapter 4.
• apply knowledge to everyday situations.

Unit 2: Energy in Use                                30–35   Read and discuss material in   Science 4 (3rd edition) • Man’s use of
Chapter 5: Electricity and Magnetism                 min.    text.                                                    wisdom to serve his
The student will:                                    3–4     Use interactive and hands-on   Teacher’s Edition         fellow man
• demonstrate knowledge of concepts from             days    activities outlined in the     Pages 97–118            • Results of
  Chapter 4 by taking the test.                      per     Teacher's Edition.                                       unconfessed sin
• recognize that a power-line worker uses            week    Conduct Activities and         Student Text            • Man as steward of
Fourth Grade: Science                                                                                                                                6
               Unit Content and Objectives                Time      Methods, Activities, and      Books and Materials        Biblical Integration/
                                                                         Evaluation                                           Subject Integration

    wisdom.                                                      Exploration with students as Pages 91–112                   God’s creation
•   identify the type of charge that moves from                  a class, in small groups, and                           •   Interrelationship of
    object to object.                                            individually.                 Activity Manual               the parts of creation
•   explain when static electricity occurs.                                                    Pages 71–86               •   Man’s God-given
•   define force.                                                Evaluation Techniques:                                      curiosity
•   describe what happens when different charges                 Activity Manual pages         Various instructional     •   Godly wisdom
    are brought near each other.                                 Classroom discussion and      materials as listed and   •   Man’s responsibility
•   differentiate between current electricity and                review                        specified in the              to glorify God
    static electricity.                                          Individual and group          Teacher’s Edition         •   God’s omniscience
•   contrast conductors, insulators, and resistors.              projects                      and Teacher’s Toolkit
•   differentiate between a series circuit and a                 Tests, quizzes, and rubrics   CD
    parallel circuit.                                                                                                    Subject Integration:
•   identify the two parts of a circuit.                         Science Process Skills:                                 • Art
•   predict whether items are conductors or                      Predicting                                              • Bible
    insulators.                                                  Experimenting                                           • Language
•   form a generalization about the types of items               Recording data                                          • Scientist Link
    that are conductors and the types of items that              Defining operationally                                  • Technology Link
    are insulators.                                              Observing
•   define magnetism.                                            Inferring
•   identify some materials that are attracted to
    magnets.
•   identify the place on a magnet where magnetism
    is the strongest.
•   identify uses of magnets.
•   recognize that the size of a magnet does not
    determine its strength.
•   measure the power of different magnets.
•   test the strengths of the magnetic fields of
    magnets.
•   realize that the magnetic field is strongest at the
    poles of a magnet.
•   explain why electromagnets are temporary
    magnets.
•   list some uses for electromagnets.
•   explain how magnetism and electricity are
    related.
Fourth Grade: Science                                                                                                                          7
             Unit Content and Objectives               Time      Methods, Activities, and      Books and Materials     Biblical Integration/
                                                                      Evaluation                                        Subject Integration

• describe how a generator works.
• recall concepts and terms from Chapter 5.
• apply knowledge to everyday situations.

Unit 2: Energy in Use                                 30–35   Read and discuss material in   Science 4 (3rd edition) • Man’s use of
Chapter 6: Light                                      min.    text.                                                    wisdom to serve his
The student will:                                     3–4     Use interactive and hands-on   Teacher’s Edition         fellow man
• demonstrate knowledge of concepts from              days    activities outlined in the     Pages 119–138           • God as Master of
  Chapter 5 by taking the test.                       per     Teacher's Edition.                                       creation
• recognize that a photographer uses wisdom.          week    Conduct Activities and         Student Text            • God’s provision for
• recognize that light travels in a straight line.            Explorations with students     Pages 113–132             His creation
• identify luminous objects.                                  as a class, in small groups,                           • God’s perfect
• differentiate between transparent, translucent,             and individually.              Activity Manual           Creation
  and opaque objects.                                                                        Pages 87–100            • Christians as a
• identify the location of a light source based on            Evaluation Techniques:                                   reflection of God
  the position of a shadow.                                   Activity Manual pages          Various instructional • Man’s responsibility
• explain how shadows can be used to tell time.               Classroom discussion and       materials as listed and   to glorify God
• determine the position of the light needed to               review                         specified in the        • God’s design for
  make specific shadows.                                      Individual and group           Teacher’s Edition and     man’s body
• recognize that as the distance increases, the               projects                       Teacher’s Toolkit CD • God’s salvation
  height of the light also increases.                         Tests, quizzes, and rubrics                              through Christ
• list the colors of the visible spectrum.                                                                           • Bible as the final
• define reflection and refraction.                           Science Process Skills:                                  authority
• explain why an object appears to be a certain               Measuring                                              • God’s Word as the
  color.                                                      Experimenting                                            only true source of
• explain why a straight object in a glass of water           Inferring                                                guidance
  may appear bent.                                            Collecting and recording
• identify the parts of the eye and their function.           data
• differentiate between farsighted vision and                                                                        Subject Integration:
  nearsighted vision.                                                                                                • Art
• differentiate between concave and convex                                                                           • Bible
  lenses.                                                                                                            • History
• make a model of an eye.
• demonstrate knowledge of the parts of an eye.
• observe some optical illusions and determine
  how they work.
Fourth Grade: Science                                                                                                                        8
            Unit Content and Objectives              Time      Methods, Activities, and      Books and Materials     Biblical Integration/
                                                                    Evaluation                                        Subject Integration

• design an optical illusion.
• recall concepts and terms from Chapter 6.
• apply knowledge to everyday situations.


Unit 3:Gravity in Action                            30–35   Read and discuss material in   Science 4 (3rd edition) • Man’s use of
Chapter 7: The Moon                                 min.    text.                                                    wisdom to serve his
The student will:                                   3–4     Use interactive and hands-on   Teacher’s Edition         fellow man
• demonstrate knowledge of concepts from            days    activities outlined in the     Pages 139–166           • God as Master of
   Chapter 6 by taking the test.                    per     Teacher's Edition.                                       creation
• recognize the interrelationship of science        week    Conduct Activities and         Student Text            • God’s provision for
   concepts.                                                Explorations with students     Pages 133–158             His creation
• recognize that a space-suit designer uses                 as a class, in small groups,                           • Bible as the final
   wisdom.                                                  and individually.              Activity Manual           authority
• define satellite.                                                                        Pages 101–116           • Faith in the Word of
• compare and contrast the moon and the earth.              Evaluation Techniques:                                   God
• explain why the moon has extreme                          Activity Manual pages          Various instructional • God’s use of
   temperature changes.                                     Classroom discussion and       materials as listed and   creation for His
• recognize the effect of gravity on mass and               review                         specified in the          glory
   weight.                                                  Individual and group           Teacher’s Edition and • God’s omnipotence
• recognize that the moon reflects light from the           projects                       Teacher’s Toolkit CD
   sun.                                                     Tests, quizzes, and rubrics
• measure mass to the nearest gram.
• measure volume using milliliters.                         Science Process Skills:
• measure weight and distance.                              Measuring and using                                    Subject Integration:
• calculate moon measurements from earth                    numbers                                                • Bible
   measurements.                                            Making and using models                                • Language
• compare the effects of the moon’s gravity with            Inferring                                              • Math
   the effects of the earth’s gravity.                      Collecting and recording                               • Technology
• identify four of the moon’s land features.                data                                                   • Writing
• define maria, rill, and crater.                           Observing
• make a model of the moon’s surface.                       Recording data
• demonstrate an understanding of the terms                 Defining operationally
   related to the moon’s surface.
• describe the movements of the moon.
• define revolution and rotation.
Fourth Grade: Science                                                                                                                           9
             Unit Content and Objectives                Time      Methods, Activities, and      Books and Materials     Biblical Integration/
                                                                       Evaluation                                        Subject Integration

•   list the phases of the moon in order.
•   differentiate between waxing and waning.
•   describe the phases of the moon.
•   observe the moon.
•   identify the phases of the moon.
•   identify the relationships of the sun, moon, and
    earth.
•   distinguish between a lunar eclipse and a solar
    eclipse.
•   state that God created the moon.
•   differentiate between faith and science
•   describe one of man’s theories about how the
    moon began.
•   recall concepts and terms from Chapter 7.
•   apply knowledge to everyday situations.

Unit 3:Gravity in Action                               30–35   Read and discuss material in   Science 4 (3rd edition) • Man’s use of
Chapter 8: Water and Oceans                            min.    text.                                                    wisdom to serve his
The student will:                                      3–4     Use interactive and hands-on   Teacher’s Edition         fellow man
• demonstrate knowledge of concepts from               days    activities outlined in the     Pages 167–190           • God as Master of
   Chapter 7 by taking the test.                       per     Teacher's Edition.                                       creation
• recognize that a boat captain uses wisdom.           week    Conduct Activities and         Student Text            • Obedience to God’s
• recognize that almost three-fourths of the                   Explorations with students     Pages 159–182             Word
   earth’s surface is covered with water.                      as a class, in small groups,                           • Christians as a
• recognize that water is classified as either salt            and individually.              Activity Manual           reflection of God
   water or fresh water.                                                                      Pages 117–132           • God’s provision for
• identify gravity as the force that pulls fresh               Evaluation Techniques:                                   His creation
   water toward the ocean.                                     Activity Manual pages          Various instructional • God’s variety in
• identify and describe the parts of the water                 Classroom discussion and       materials as listed and   creation
   cycle.                                                      review                         specified in the
• discover how the amount of surface area                      Individual and group           Teacher’s Edition and
   affects the speed at which water evaporates.                projects                       Teacher’s Toolkit CD Subject Integration:
• define tides.                                                Tests, quizzes, and rubrics                            • Bible
• explain that tides are caused by the                                                                                • History
   gravitational pulls of the moon and the sun on              Science Process Skills:                                • Language
   the earth.                                                  Hypothesizing                                          • Math
Fourth Grade: Science                                                                                                                          10
             Unit Content and Objectives               Time      Methods, Activities, and      Books and Materials     Biblical Integration/
                                                                      Evaluation                                        Subject Integration

•   recognize that tides are also affected by the             Measuring                                              • Scientist Link
    way the sun, moon, and earth line up.                     Observing                                              • Technology
•   define waves.                                             Inferring                                              • Writing Link
•   name three factors that determine the size of a           Collecting and recording
    wave.                                                     data
•   define current.                                           Measuring and using
•   identify characteristics of deep ocean currents           numbers
    and surface currents.                                     Making and using models
•   identify the Gulf Stream as a warm current.               Communicating
•   recognize that surface currents can affect the
    climate of the land.
•   locate the oceans on a map.
•   identify the largest ocean and the smallest
    ocean.
•   name three features of the ocean floor.
•   identify plankton as a main food source for
    some ocean animals.
•   recognize that the ocean gets darker as it
    increases in depth.
•   research information about an ocean animal
    and its environment.
•   make a mobile to present information about an
    ocean animal.
•   use a graph to map a model ocean floor.
•   recall concepts and terms from Chapter 8.
•   apply knowledge to everyday situations.



Unit 4: The Earth for Our Use                         30–35   Read and discuss material in   Science 4 (3rd edition) • Man’s use of
Chapter 9: Weathering and Erosion                     min.    text.                                                    wisdom to serve his
The student will:                                     3–4     Use interactive and hands-on   Teacher’s Edition         fellow man
• demonstrate knowledge of concepts from              days    activities outlined in the     Pages 191–214           • The Flood’s effect
   Chapter 8 by taking the test.                      per     Teacher's Edition.                                       on the earth
• recognize the interrelationship of science          week    Conduct Activities and         Student Text            • God’s provision for
   concepts.                                                  Explorations with students     Pages 183–206             His creation
Fourth Grade: Science                                                                                                                          11
             Unit Content and Objectives              Time       Methods, Activities, and     Books and Materials      Biblical Integration/
                                                                      Evaluation                                        Subject Integration

•   recognize that erosion control engineers use             as a class, in small groups,                           • Interrelationship of
    wisdom.                                                  and individually.              Activity Manual           the parts of creation
•   recognize that the earth’s surface is always                                            Pages 133–146           • Purity of a
    changing.                                                Evaluation Techniques:                                   Christian’s heart
•   explain how some forces build up and some                Activity Manual pages          Various instructional • Consequences of sin
    forces wear down the surface of the earth.               Classroom discussion and       materials as listed and • Results of
•   identify three natural causes of weathering.             review                         specified in the          unconfessed sin
•   recognize various landforms.                             Individual and group           Teacher’s Edition and • God’s power over
•   recognize characteristics of soil.                       projects                       Teacher’s Toolkit CD      sin
•   identify three basic layers of soil.                     Tests, quizzes, and rubrics                            • God’s use of
•   compare and contrast two soil samples.                                                                            creation for His
•   demonstrate a knowledge of characteristics of            Science Process Skills:                                  glory
    soil types.                                              Measuring                                              • Man as steward of
•   recognize causes of erosion.                             Observing                                                God’s creation
•   identify the effects of deposition.                      Classifying                                            Subject Integration:
•   observe the erosion of different soils.                  Recording and interpreting                             • Art
•   predict which soil will erode more easily.               data                                                   • Bible
•   identify characteristics of glaciers.                    Communicating                                          • Geography
•   identify the effects of glaciers.                        Hypothesizing                                          • History
•   explain the differences between landslides and           Predicting
    avalanches.                                              Experimenting
•   recall concepts and terms from Chapter 9.                Observing
•   apply knowledge to everyday situations.                  Controlling variables


Unit 4: The Earth for Our Use                        30–35   Read and discuss material in   Science 4 (3rd edition) • Man’s use of
Chapter 10: The Earth’s Resources                    min.    text.                                                    wisdom to serve his
The student will:                                    3–4     Use interactive and hands-on   Teacher’s Edition         fellow man
• demonstrate knowledge of concepts from             days    activities outlined in the     Pages 215–236           • Man as steward of
   Chapter 9 by taking the test.                     per     Teacher's Edition.                                       God’s creation
• recognize that a farmer uses wisdom.               week    Conduct Activities and         Student Text            • God’s provision for
• define natural resources.                                  Explorations with students     Pages 207–228             man
• differentiate between renewable and                        as a class, in small groups,                           • God’s provision for
   nonrenewable resources.                                   and individually.              Activity Manual           His creation
• recognize that soil is a renewable natural                                                Pages 147–156           • God’s omnipotence
   resource.                                                 Evaluation Techniques:                                 • The Flood’s effect
Fourth Grade: Science                                                                                                                           12
             Unit Content and Objectives                 Time      Methods, Activities, and     Books and Materials     Biblical Integration/
                                                                        Evaluation                                       Subject Integration

•   explain two ways farmers can prevent soil                   Activity Manual pages         Various instructional     on the earth
    erosion.                                                    Classroom discussion and      materials as listed and • Man’s use of God’s
•   define landfill.                                            review                        specified in the          resources
•   determine which packing material decomposes                 Individual and group          Teacher’s Edition and • Man’s responsibility
    best in water.                                              projects                      Teacher’s Toolkit CD      to glorify God
•   decide which packing material would be least                Tests, quizzes, and rubrics
    harmful for a landfill.
•   identify water as a renewable resource.                     Science Process Skills:                               Subject Integration:
•   explain ways water can be polluted.                         Hypothesizing                                         • Art
•   identify trees as a renewable resource.                     Observing                                             • Bible
•   explain shy harvesting trees must be done                   Inferring                                             • History
    wisely.                                                     Defining operationally                                • Scientist Link
•   recognize that water energy, wind energy, and                                                                     • Technology Link
    solar energy are renewable energy resources.                                                                      • Writing
•   name an example of how each type of energy
    resource is used.
•   identify fossil fuels as nonrenewable energy
    resources.
•   name three fossil fuels.
•   identify some advantages and disadvantages of
    each energy resource.
•   recognize that man has a responsibility to be a
    good steward.
•   list ways to reduce, reuse, or recycle resources.
•   research local recycling programs.
•   make a poster that encourages others to
    recycle.
•   recall concepts and terms from Chapter 10.
•   apply knowledge to everyday situations.



Unit 5: The Body at Work                                30–35   Read and discuss material in Science 4 (3rd edition) • Man’s use of
Chapter 11: Digestion                                   min.    text.                                                  wisdom to serve his
The student will:                                       3–4     Use interactive and hands-on Teacher’s Edition         fellow man
• demonstrate knowledge of concepts from                days    activities outlined in the   Pages 237–262           • God’s Word as the
Fourth Grade: Science                                                                                                                             13
             Unit Content and Objectives                Time       Methods, Activities, and     Books and Materials       Biblical Integration/
                                                                        Evaluation                                         Subject Integration

    Chapter 10 by taking the test.                      per    Teacher's Edition.                                         only true source of
•   recognize the interrelationship of science          week   Conduct Activities and         Student Text                guidance
    concepts.                                                  Explorations with students     Pages 229–254           •   God’s provision for
•   recognize that a camp nutritionist uses                    as a class, in small groups,                               man
    wisdom.                                                    and individually.              Activity Manual         •   Spirit-filled
•   define digestion.                                                                         Pages 157–176               Christians
•   name the parts of the digestive tract.                     Evaluation Techniques:                                 •   God’s provision for
•   describe the different jobs of saliva, the teeth,          Activity Manual pages          Various instructional       His creation
    and the tongue.                                            Classroom discussion and       materials as listed and •   Christian’s body as
•   explain the purpose of taste buds.                         review                         specified in the            God’s temple
•   list the four basic tastes.                                Individual and group           Teacher’s Edition and •     Christians bonded in
•   design and conduct an experiment.                          projects                       Teacher’s Toolkit CD        Christ
•   recognize how the senses of smell and taste                Tests, quizzes, and rubrics                            •   God’s provision for
    are related.                                                                                                          man
•   describe the esophagus.                                    Science Process Skills:                                •   God’s command to
•   explain how peristalsis moves food.                        Predicting                                                 remember
•   describe how the stomach works on food.                    Experimenting
•   define chyme.                                              Inferring                                              Subject Integration:
•   identify the small intestine as the part of the            Identifying and controlling                            • Bible
    digestive tract where nutrients are absorbed.              variables                                              • Math
•   recognize that the large intestine is the last part        Recording data
    of the digestive tract.                                    Observing
•   identify three organs that help with digestion             Classifying
    but are not part of the digestive tract.
•   recognize that insulin is produced by the
    pancreas.
•   describe two jobs of the liver.
•   use iodine to identify foods that contain starch.
•   infer how the darkness of the iodine tells
    whether a food contains a greater or lesser
    amount of starch.
•   describe some nutrients needed by the body.
•   identify foods that contain those nutrients.
•   recognize the food pyramid as a guide for
    choosing foods to eat.
•   track what is eaten and categorize the foods
Fourth Grade: Science                                                                                                                          14
            Unit Content and Objectives               Time      Methods, Activities, and      Books and Materials      Biblical Integration/
                                                                     Evaluation                                         Subject Integration

    into the appropriate food groups.
•   use the food pyramid to make informed food
    choices.
•   recall concepts and terms from Chapter 11.
•   apply knowledge to everyday situations.


Unit 5: The Body at Work                             30–35   Read and discuss material in   Science 4 (3rd edition) • Man’s use of
Chapter 12: Bones and Muscles                        min.    text.                                                    wisdom to serve his
The student will:                                    3–4     Use interactive and hands-on   Teacher’s Edition         fellow man
• demonstrate knowledge of concepts from             days    activities outlined in the     Pages 263–284           • Faith in the Word of
   Chapter 11 by taking the test.                    per     Teacher's Edition.                                       God
• recognize that a physical therapist uses           week    Conduct Activities and         Student Text            • God’s perfect design
   wisdom.                                                   Explorations with students     Pages 255–276           • Man as a steward of
• identify several bones in the body.                        as a class, in small groups,                             God’s creation
• recognize that the skeleton is the frame that              and individually.              Activity Manual         • God’s provision for
   supports the body.                                                                       Pages 177–186             man
• list four purposes for bones.                              Evaluation Techniques:                                 • God’s design for
• recognize that bones consist of several layers.            Activity Manual pages          Various instructional     man’s body
• name three minerals that are important for                 Classroom discussion and       materials as listed and • God’s perfect
   healthy bones.                                            review                         specified in the          Creation
• differentiate between immovable and movable                Individual and group           Teacher’s Edition and • God as Master of
   joints.                                                   projects                       Teacher’s Toolkit CD      creation
• name some examples of the four types of                    Tests, quizzes, and rubrics                            • Christians as faithful
   joints.                                                                                                            workers
• identify the location and function of ligaments.           Science Process Skills:                                • Interrelationship of
• identify the location and function of cartilage.           Making and using models                                  the parts of creation
• demonstrate how the bones in the hand and                  Observing
   wrist move.                                               Inferring
• recognize that joints work together.                                                                              Subject Integration:
• define muscle.                                                                                                    • Bible
• explain how muscles move.                                                                                         • Language
• differentiate between voluntary and
   involuntary muscles.
• make a model.
• observe how bones and muscles work
Fourth Grade: Science                                                                                                                  15
             Unit Content and Objectives               Time   Methods, Activities, and   Books and Materials   Biblical Integration/
                                                                   Evaluation                                   Subject Integration

    together.
•   recognize that physical health is related to the
    kinds of foods we eat.
•   identify some vitamins and minerals needed by
    the body.
•   differentiate between a strain and a sprain.
•   recall concepts and terms from Chapter 12.
•   apply knowledge to everyday situations.
•   demonstrate knowledge of concepts from
    Chapter 12 by taking the test.

				
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