Course Outline Grade 1 Science 3rd ed. - BJU Press

Course Outline Grade 1 Science 3rd ed. - BJU Press BJU Press Course Outline––First Grade rd Science 1 (3 edition) Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 1: Senses 20–25 Read and discuss material in Science 1 (3 edition) • God’s provision for The student will: min. text. man • recognize that God gave people five senses. 3–4 Use interactive and hands-on Teacher’s Edition • God as the only • identify the terms senses and science. days activities outlined in the Pages vi–17 Creator • identify the five senses as sight, touch, smell, taste, per Teacher's Edition. • Man’s God-given and hearing. week Conduct Activities with Student Text curiosity • recognize that we use our eyes to see. students as a class, in small Pages vi–15 • God’s creation for • recognize that we see sizes, shapes, and colors. groups, and individually. man’s enjoyment • recognize that we use our hands and fingers to Activity Manual • God’s perfect design touch. Evaluation Techniques: Pages 1–9 • recognize that we feel hard, soft, cold, hot, Activity Manual pages Subject Integration: smooth and bumpy things. Classroom discussion and Various instructional • Art • recognize that we use our noses to smell. review materials as listed and • recognize that we use our tongues and mouths to Individual and group projects specified in the taste. Test and rubrics Teacher’s Edition and • identify tastes as sweet, sour, salty, and bitter. Teacher’s Toolkit CD • demonstrate an understanding of using the senses Science Process Skills: to gather information. Observing • infer how the senses work together. Inferring • apply science process skills to an activity. Communicating • recognize that we use our ears to hear. Recording data • recognize that a scientist uses his senses to find out about the world • recall concepts and terms from Chapter 1. . First Grade: Science 2 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 2: The Weather 20–25 Read and discuss material in Science 1 (3 edition) • God’s overruling His The student will: min. text. natural laws • identify weather as what the air outside is like. 3–4 Use interactive and hands-on Teacher’s Edition • Man’s use of wisdom • explain what a weatherman does. days activities outlined in the Pages 18–35 to serve his fellow • tell what temperature means. per Teacher's Edition. man • recognize that a thermometer measures week Conduct Activities with Student Text temperature. students as a class, in small Pages 16–31 Subject Integration: • define wind. groups, and individually. • Bible • recognize how a flag would look when the wind is Activity Manual • Language calm, light, and strong. Evaluation Techniques: Pages 11–23 • Art • recognize that the water on the earth moves in a Activity Manual pages cycle. Classroom discussion and Various instructional • recognize that clouds are made of tiny drops of review materials as listed and water in the sky. Individual and group projects specified in the • identify what clouds look like on clear, partly Test, and rubrics Teacher’s Edition and cloudy, and cloudy days. Teacher’s Toolkit CD • recognize that when drops of water in clouds get Science Process Skills: heavy, they fall to the ground. Observing • identify the types of precipitation. Collecting and recording data • recognize that a weatherman uses his senses to Communicating observe the weather. Making and using models • recognize that a weatherman records and reports what he finds out about the weather. • use proper terms when describing the weather. • demonstrate an understanding of using the senses to gather information. • infer how the senses work together. • infer how the senses work together. • apply science process skills to an activity. • recall concepts and terms from Chapter 2. First Grade: Science 3 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 3: Seasons 20–25 Read and discuss material in Science 1 (3 edition) • God’s orderly design The student will: min. text. • God’s variety in • recognize that spring, summer, autumn, and winter 3–4 Use interactive and hands-on Teacher’s Edition creation are seasons. days activities outlined in the Pages 36–51 • Man’s responsibility • identify the term season. per Teacher's Edition. for his actions • tell that there are four seasons. week Conduct Activities with Student Text • God never changes • identify spring as a time of planting. students as a class, in small Pages 32–45 • God’s provision for • recognize some characteristics of spring. groups, and individually. His creation • identify summer as a time for growing. Activity Manual • recognize some characteristics of summer. Evaluation Techniques: Pages 25–37 Subject Integration: • identify autumn as a time of harvest. Activity Manual pages • Bible • recognize some characteristics of autumn. Classroom discussion and Various instructional • identify winter as a time of rest. review materials as listed and • recognize some characteristics of winter. Individual and group projects specified in the • classify pictures according to seasons and senses. Tests and rubrics Teacher’s Edition and • apply science process skills to an activity. Teacher’s Toolkit CD • recall concepts and terms from Chapter 3. Science Process Skills: Making and using models Classifying Defining operationally First Grade: Science 4 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 4: Health and Safety 20–25 Read and discuss material in Science 1 (3 edition) • God’s plan for man’s The student will: min. text. body • recognize that each person is special to God. 3–4 Use interactive and hands-on Teacher’s Edition • God’s love for man • identify some ways to be healthy. days activities outlined in the Pages 52–67 • God’s provision for • list some healthy habits. per Teacher's Edition. man • experiment to discover why hand washing is week Conduct Activities with Student Text • Man’s responsibility important. students as a class, in small Pages 46–57 for his actions • apply science process skills to an activity. groups, and individually. • Man’s use of wisdom • explain why it is important to care for teeth. Activity Manual to serve his fellow • list ways to care for teeth. Evaluation Techniques: Pages 39–45 man • demonstrate the proper way to brush teeth. Activity Manual pages • Safety with God • identify ways to safely play and travel. Classroom discussion and Various instructional • list several healthy, safe habits. review materials as listed and Subject Integration: • name ways to help keep a home safe from fire. Individual and group projects specified in the • Art • explain what to do in case of fire. Tests and rubrics Teacher’s Edition and • Math • recognize what a firefighter in full safety gear looks Teacher’s Toolkit CD • Bible like. Science Process Skills: • recall concepts and terms from Chapter 4. Making and using models Observing Inferring Experimenting Controlling variables Collecting and recording data First Grade: Science 5 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 5: Tame Animals 20–25 Read and discuss material in Science 1 (3 edition) • God’s provision for The student will: min. text. His creation •identify tame animals as those that live with people. 3–4 Use interactive and hands-on Teacher’s Edition • Man’s responsibility • tell what pets are. days activities outlined in the Pages 68–81 to care for God’s • tell some things people do for pets. per Teacher's Edition. creation • tell some things pets do for people. week Conduct Activities with Student Text • Man as steward of • identify farm animals. students as a class, in small Pages 58–69 God’s creation • tell how a farmer takes care of his animals. groups, and individually. • Man’s responsibility • list some things farm animals do for people. Activity Manual to glorify God • recognize that some animals live with people but are Evaluation Techniques: Pages 47–53 • Man’s responsibility not tame. Activity Manual pages to learn about God’s • explain why animals are kept in zoos. Classroom discussion and Various instructional world • identify a zookeeper as a person who takes care of review materials as listed and animals in a zoo. Individual and group projects specified in the Subject Integration: • recognize that we give glory to God by taking care Tests and rubrics Teacher’s Edition • Language of the animals He made. and Teacher’s Toolkit • classify animals as pets, farm animals, or zoo Science Process Skills: CD animals. Inferring • explain why animals were put into certain groups. Communicating • recall concepts and terms from Chapter 5. Making models Observing Classifying First Grade: Science 6 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 6: Wild Animals 20–25 Read and discuss material in Science 1 (3 edition) • Man’s responsibility The student will: min. text. for his actions • differentiate between wild animals and tame animals. 3–4 Use interactive and hands-on Teacher’s Edition • God’s provision for • identify an animal’s shelter as a place where it can days activities outlined in the Pages 82–93 His creation be safe. per Teacher's Edition. • Man as God’s special • explain what a print shows. week Conduct Activities with Student Text creation • identify some things that prints can tell about the students as a class, in small Pages 70–79 • God’s provision for animal that made them. groups, and individually. man • identify several kinds of marks. Activity Manual • recognize that God cares for all His creation but that Evaluation Techniques: Pages 55–59 Subject Integration: people are most important to God. Activity Manual pages • Bible • make a model of a wild animal. Classroom discussion and Various instructional • Art • communicate to others what that animal needs. review materials as listed and • apply science process skills to an activity. Individual and group projects specified in the • recall concepts and terms from Chapter 6. Tests and rubrics Teacher’s Edition and Teacher’s Toolkit CD Science Process Skills: Making models Observing Communicating First Grade: Science 7 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 7: Matter 20–25 Read and discuss material in Science 1 (3 edition) • God never changes The student will: min. text. • God’s creation for • recognize that matter is anything that takes up 3–4 Use interactive and hands-on Teacher’s Edition man’s enjoyment space and can be weighed. days activities outlined in the Pages 94–111 • Christians as part of • identify a solid as a form of matter that keeps its per Teacher's Edition. the body of Christ shape and size. week Conduct Activities with Student Text • recognize that a liquid is a form of matter. students as a class, in small Pages 80–93 Subject Integration: • identify the characteristics of a liquid. groups, and individually. • Bible • predict which liquid will flow slower. Activity Manual • experiment to find out how the thickness of a Evaluation Techniques: Pages 61–73 liquid affects the rate at which it flows. Activity Manual pages • apply science process skills to an activity. Classroom discussion and Various instructional • experiment with things that float and sink. review materials as listed and • recognize that weight is not the only factor in Individual and group projects specified in the whether something floats. Tests and rubrics Teacher’s Edition and • recognize that a gas is a form of matter. Teacher’s Toolkit CD • identify characteristics of a gas. Science Process Skills: • recognize that many objects are made of parts. Inferring • recognize that parts work together to make a Observing whole. Predicting • recall concepts and terms from Chapter 7. Experimenting Making and using models Defining operationally First Grade: Science 8 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 8: Sound 20–25 Read and discuss material in Science 1 (3 edition) • Man’s responsibility The student will: min. text. to learn about God’s • explain what sound is. 3–4 Use interactive and hands-on Teacher’s Edition world • describe five ways to make sounds. days activities outlined in the Pages 112–125 • God’s perfect design • create sounds using rhythm instruments. per Teacher's Edition. for creation • apply science process skills to an activity. week Conduct Activities with Student Text • God’s creation for • recognize that sound cannot be seen but still students as a class, in small Pages 94–105 man’s enjoyment moves. groups, and individually. • Discerning what is • recognize that sound moves in all directions at the Activity Manual true same time. Evaluation Techniques: Pages 75–81 • Thankfulness • recognize that sound moves through all forms of Activity Manual pages matter. Classroom discussion and Various instructional Subject Integration: • identify gas as the form of matter that most of the review materials as listed and sounds we hear move through. Individual and group projects specified in the • identify the way sounds are used. Tests and rubrics Teacher’s Edition and • name sounds that are good to listen to. Teacher’s Toolkit CD • name sounds that give warnings. Science Process Skills: • recall concepts and terms from Chapter 8. Making models Making and using models Inferring First Grade: Science 9 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 9: The Sun, Moon, and Stars 20–25 Read and discuss material in Science 1 (3 edition) • God’s plan for The student will: min. text. salvation • identify the sun as a star. 3–4 Use interactive and hands-on Teacher’s Edition • God’s provision for • recognize that the sun provides light and heat for days activities outlined in the Pages 126–141 His creation the earth. per Teacher's Edition. • God’s omnipotence • recognize that the sun rises in the east and sets in week Conduct Activities with Student Text • God’s perfect design the west. students as a class, in small Pages 106–119 • God’s orderly design • recognize that the sun follows a path a cross the groups, and individually. • God as the only sky. Activity Manual Creator • recognize that the moon does not make its own Evaluation Techniques: Pages 83–93 • God’s omniscience light but reflects the sun’s light. Activity Manual pages • God’s loving care • compare the size of the moon to the sizes of the Classroom discussion and Various instructional sun and the earth. review materials as listed and Subject Integration: • tell what an astronaut does. Individual and group projects specified in the • Art • recognize that the moon seems to change shape. Tests and rubrics Teacher’s Edition and • Bible • describe the different shapes of the phases of the Teacher’s Toolkit CD moon. Science Process Skills: • identify a telescope as a tool that helps you see Measuring and using numbers things far away. Making and using models • recognize that some groups of stars seem to make Experimenting pictures. Recording data • describe where the North Star is located in the sky. • experiment to discover why stars are hard to see during the day. • apply science process skills to an activity. • recall concepts and terms from Chapter 9. First Grade: Science 10 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 10: Plants 20–25 Read and discuss material in Science 1 (3 edition) • God’s perfect design The student will: min. text. • Man’s use of God’s • identify roots, stems, leaves, and flowers of a 3–4 Use interactive and hands-on Teacher’s Edition resources plant. days activities outlined in the Pages 142–157 • God’s love of beauty • name some roots, stems, leaves and flowers that per Teacher's Edition. • God’s creation for we eat. week Conduct Activities with Student Text man’s enjoyment • describe what each part of a plant does. students as a class, in small Pages 120–133 • God’s provision for • classify vegetables according to the part we eat. groups, and individually. man • apply science process skills to an activity. Activity Manual • God’s provision for • recognize that a product is something that was Evaluation Techniques: Pages 95–103 His creation made from something else. Activity Manual pages • God’s love for man • identify common products that come from plants. Classroom discussion and Various instructional • name four things that plants need to grow. review materials as listed and Subject Integration: • identify things that are in soil. Individual and group projects specified in the • recognize that we can trust God to take care of Tests and rubrics Teacher’s Edition and us. Teacher’s Toolkit CD • recall concepts and terms from Chapter 10. Science Process Skills: Observing Classifying Making and using models First Grade: Science 11 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration rdChapter 11: Pushes and Pulls 20–25 Read and discuss material in Science 1 (3 edition) • God’s creation of The student will: min. text. invisible forces • identify a force as a push or a pull. 3–4 Use interactive and hands-on Teacher’s Edition • Man’s use of God’s • recognize that a force caused by people, animals, days activities outlined in the Pages 158–173 forces or machines is a mechanical force. per Teacher's Edition. • God’s use of forces • recognize that a force can start or stop something week Conduct Activities with Student Text for the earth’s benefit moving. students as a class, in small Pages 134–147 • God’s creation for • identify friction as a force that makes things slow groups, and individually. man’s enjoyment down or stop moving. Activity Manual • Man’s use of God’s • recognize that sometimes more friction is needed Evaluation Techniques: Pages 105–115 resources and other times less friction is needed. Activity Manual pages • Man’s responsibility • identify gravity as the force that pulls things Classroom discussion and Various instructional to glorify God toward the earth. review materials as listed and • Thankfulness • experiment to find out about the rate at which Individual and group projects specified in the gravity makes things fall. Tests and rubrics Teacher’s Edition and Subject Integration: • apply science process skills to an activity. Teacher’s Toolkit CD • Bible • recognize that magnets have magnetic force. Science Process Skills: • Language • recognize that each magnet has two poles. Observing • recognize that like poles push each other away Defining operationally and unlike poles pull toward each other. Experimenting • recall concepts and terms from Chapter 11. Controlling variables Identifying and controlling variables First Grade: Science 12 Unit Content and Objectives Time Methods, Activities, and Books and Materials Biblical Integration/ Evaluation Subject Integration