Curriculum Map - Science - Life Science 7th Grade (4th ... › Resources › Grade... · Read about mineralogy microscopes in Physics 3rd ed. Group Activity: After students present

Uni t Unit ObjectivesUni tTopics/Concepts Unit Resources

Biblical IntegrationConcepts

InstructionalStrategies

Quarter 1

Unit 1:Foundations ofLife Science -Chapter 1: TheWorld of LifeScience

(updated 8/8/18)

Explain the relationshipbetween science and modelingDescribe three characteristics ofscientific thinkingList six limitations of scienceDescribe three characteristics ofa biblical view of scienceExplain how a person'sworldview influences hisinterpretation of evidenceSummarize a naturalisticresponse to three key worldviewquestionsSummarize a biblical responseto three key worldview questionsDefend the claim that a biblicalworldview - not a naturalisticworldview - makes sense ofrealityExplain why life science isprofitable study for the ChristianList and describe the steps ofthe scientific methodList three characteristics of aproblem that can be solvedusing the scientific methodDistinguish between problemsthat are best solved by acontrolled experiment andthose that are best solved by asurveyDesign a controlled scientificexperimentDescribe several ways in whichthe scientific method is subjectto errorUse common metric systemmeasurements

The World of LifeScience

What is Science? Defining ScienceThinkingScientificallyAwareness ofthe Limitationsof Science

Why Take aChristian Approach?

UnderstandingWorldviewsThe Worldview ofNaturalismThe BiblicalWorldviewMaking Sense ofthe World

How do ScientistsWork?

Define theProblemForm aHypothesisTest theHypothesisClassify andAnalyze the DataChoose andVerify the AnswerPredict Outcomes

Teacher Text pp. 2-27Student Text pp. 2-27Lab Manual Teacher Toolkit CD

Extra ContentVisual Gallery

Web Links Scientific Methodand ScienceProjects (ScienceBuddies)

Videos Being a MedicalMissionaryScientist Snapshot- AdamInvestigation 01d:Is MeasuringAccurate?Investigation 01e:Popcorn Science

Chapter 1 ArtworkChapter 1 PowerPoint

Biblical Integration ConceptsPurpose of studying life scienceModel-making nature of scienceLimitations of scienceEffects of presuppositions inscienceReasons for studying scienceBiblical view of scienceContrast between naturalistic andbiblical worldviewsThe Flood and fossilsImage of God in humansCreation MandateEffects of the Fall and human sinRedemption found in ChristLife of service in science for God'sglory

Biblical Integration StrategiesScience allows us to know moreabout the world around us. Be on guard against anynon-biblical worldviews.Read Genesis 3:15, which is thefirst mention of God's plan toredeem fallen mankind.

Lab Activity: 1A: "Searching for theTruth"1B: "The ScientificMethod"1C: "Defining theProblem and Forming aHypothesis"1D: "Is MeasuringAccurate?"1E: "Popcorn Science"

Field Trip Idea: Visit a working farm withplants and animals

Bulletin Board Idea:Place images of itemsrelated to life science

Outside Reading:Read The God Delusionby Dr. Richard Dawkins

Group Activity:Discuss what science isin small groupsHave studentsbrainstorm to come upwith questions theywant to learn theanswers to during theirlife science classDiscuss how naturalisticbeliefs have influencedhistoryTake the studentsthrough the steps of thescientific method andthen apply them todifferent casesAsk students to createtwo problems that wouldbe solved by a surveyand two that would besolved best by anexperiment

Writing:List ways that missionagencies meet physicalneeds in order to haveopportunities toadvance the gospel

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Curriculum Map - Science - Life Science 7th Grade (4th Edition)

Unit 1:Foundations ofLife Science -Chapter 2:CharacteristicsandClassification ofLife

(updated 8/8/18)

Describe six characteristics thatall living organisms have incommonIdentify the stages of anorganism's life cycleDescribe a typical cellDifferentiate between unicellularand multicellular organismsExplain the main waysorganisms obtain energy andthe major activities that requirethem to use energyCompare and contrast physicallife with spiritual lifeExplain the three parts of thecell theoryDescribe the four basicfunctions that all cells performDescribe the structure andfunction of carbohydrates, lipids,proteins and nucleic acidsExplain how enzymes work andgive examples of their useExplain the reasons forclassifying living organismsList in order the seven levels ofthe modern classification systemExplain the need for scientificnamesDescribe the two parts of ascientific nameDescribe two major problemsassociated with the modernclassification systemRefute the supposedevolutionary significance of themodern classification system

Characteristics andClassification of LifeLife and Cells

Characteristics ofLife

Have Life CyclesCan ReproduceGrowMade of CellsRequire Energy

Physical Life andSpiritual Life

Life CyclesThe Basic Unit ofLife

The Cell TheoryCell Functions

Molecules and LifeCarbohydratesUses of CelluloseLipidsProteinsAmazing Actions ofEnzymesNucleic Acids

Classification in LifeWhy Classify?The ModernClassification SystemScientific NamesProblems ofClassification

Uncertainties inClassifyingFalse ConclusionsSpecies andBiblical Kinds

What to Name theOkapi

Student Text pp. 28-52Teacher Text pp. 28-52Lab ManualTeacher Toolkit CD -Unit 1

Visual Gallery Extra Content

Web Links Secret Worlds: TheUniverse WithinWebElementsAnimation: HowEnzymes WorkCreated Kinds andBaraminology

Videos ClassificationHeadline Science- CelluloseLife CyclesRobert HookeScientist Snapshot- Carolus LinnaeusThe AmazingActions of EnzymesWhat to Name theOkapiInvestigation 02j:The pH of LifeSubstancesInvestigation 02k:Protein in LifeSubstancesInvestigation 02l:The Action ofEnzymesInvestigation 02m:Grouping Plants byCharacteristicsInvestigation 02n:Making an InsectCollection


Biblical Integration ConceptsCreation "after their kind"God as the Creator and Source ofl i fePhysical and spiritual lifeGaia theory contrasted with abiblical worldviewMolecules as an example of God'sprovision for His creaturesStewarding resources God hasgiven us in creative and helpfulwaysClassifying life as a fulfillment ofthe Creation MandateBiblical perspective on humans'relationship to the animal kingdomRole of names in the BibleEvolutionary assumptions in themodern classification systemSpecies versus biblical kinds

Biblical Integration StrategiesRead Isaiah 40:18-23, 44:9-19about getting proper perspectiveon all things claiming to be God. Challenge the Christians in yourclass in keep their spiritual lives ingood condition. The Bible is theauthoritative source ofinformation. Discuss all the names of God.

Lab Activity: 2A: "Being Alive"2B: "The Cell Theory"2C: "Cellular Function"2D: "Molecules and Life"2E: "The ModernClassification System"2F: "Scientific Names"2G: "The LivingKingdom"2H: "Using aDichotomous Key"2I: "ClassificationReview"2J: "The pH of LifeSubstances"2K: "Protein in LifeSubstances"2L: "The Action ofEnzymes"2M: "Grouping Plants byCharacteristics"2N: "Making an InsectCollection"

Bulletin Board Idea:Write the classificationof a rose from Kingdomto Species on thebulletin board

Field Trip:Visit a natural historymuseum to see displaysof organisms

Demonstration:Bring in photos ofdifferent organisms atdifferent stages in theirlife cycle

Web Resources:Secret Worlds: TheUniverse WithinInteractive Periodic TableHow Enzymes WorkThe Action of Catalysts

Outside Reading:Read Essential Virtuesby Jim Berg

Group Activity:Show the students oneliving and one nonlivingthing and make a list ofcharacteristics of eachCount out 1000 ofsomething to show howmuch that isDiscuss the differentsize of an elephant anda mouse and the similar

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a mouse and the similarsize of cellsTalk to the studentsabout what job theywant to doHave students keep alog of the date,description, and wherethey observed eachorganismProvide a collection ofitems for students toexamine and classifyCompare theclassification system toyour community's"classification"Discuss man's physicalbody classification

Writing:Research recentlydiscovered species andwrite about whethereach new speciesbelongs in a currentgroup or not

Unit 1:Foundations ofLife Science -Chapter 3: CellStructure

(updated 8/8/18)

Describe the characteristics of acell membraneDistinguish between passivetransport and active transportCompare the processes ofdiffusion and osmosisList the three basic parts of a cellDescribe three cellularboundaries and identifyorganisms that have or do nothave each boundaryIdentify the parts of a compoundlight microscopeCalculate the magnifying powerof a compound light microscopeDescribe the structures andfunctions of nine cellularorganellesExplain the role of the nucleusin a cellDifferentiate betweeneukaryotic cells and prokaryoticcellsGive examples of eukaryoticorganisms and prokaryoticorganismsList several differences betweenplant cells and animal cellsUse the concept of irreduciblecomplexity to critique evolution

Cell StructureCell Membranes

Characteristicsof MembranesTransport Acrossthe Membrane Passive TransportActive TransportDiffusion &Osmosis

Typical Parts of Cells CellularBoundaries

CellMembraneCell WallCapsule

The MicroscopeCytoplasmMitochondriaEndoplasmicReticulumRibosomesGolgi ApparatusVacuolesLysosomesChloroplastsCilia and FlagellaGenetic Material

Turgor PressureTypes of Cells

Student Text pp. 53- 74Teacher Text pp. 53- 74Lab ManualTeacher's Toolkit CD

All Other FilesExtra Content -Unit 1Visual Gallery

Chapter 3 PowerPointChapter 3 ArtworkWeb Links

Cellular TransportThe Virtual Libraryof Biochemistry,Molecular Biologyand Cell BiologyCell AnatomyCells Alive!Inside a CellA Tour of the CellVirtual CompoundLight Microscope

Videos OsmosisScientist Snapshot- Anton vonLeeuwenhoekServing God as aPathologistThe Lost Secret ofLeeuwenhoek's

Biblical Integration ConceptsComplexity of life as a testimonyto God's benevolent designDifficulty of evolution to explainthe cell 's complexityGod's glory declared in his creationIrreducible complexity and designin the cellServing God as a pathologist

Biblical Integration StrategiesRead Psalms 139:14 and thinkabout ways we appreciate creation.The interrelatedness of cilias andflagella molecules and structurescould not have happened bychance.

Lab Activity: 3A: "Membranes andTheir ImportantProperties"3B: "The CompoundLight Microscope"3C: "Typical Parts ofCells"3E: "Diffusion Rates"3F: "Osmosis "3G: "How to Use aMicroscope"3H: "Observing Cellswith a Microscope"3I: "Turgor Pressure"

Bulletin Board Idea:Make representations ofa typical plant cell andanimal cell

Field Trip:Visit a pathologylaboratory

Demonstration:Demonstrate the lipidbilayer by mixing waterand oilDemonstrate selectivepermeabil i tyDemonstrate diffusionwith water and foodcoloring

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Types of Cells Eukaryotes andProkaryotesDiversity AmongEukaryotesDiversity AmongCells

Pathologist JobCell Process Skills

UnderstandingExperimentsLife Cycles

Leeuwenhoek'sLensesInvestigation 03g:How to Use aMicroscopeInvestigation 03i:Turgor Pressure(Introduction)

coloringObserve osmosis usingegg yolk and egg whiteDemonstrate turgorpressure with a balloonand a bottle

Outside Reading:Read about mineralogymicroscopes in Physics 3rd ed.

Group Activity:After students presentabout their cellorganelles, put studentsinto groups and havethem fill out a worksheetabout the different types

Writing:Have each studentresearch a cell organelle

Unit 1:Foundations ofLife Science -Chapter 4: CellActivities

(updated 8/8/18)

Describe the levels of cellularorganization within amulticellular organism - cell,tissue, organ and organ systemDiscuss the division of laborwithin a multi-cellular organismDistinguish between producersand consumers, and giveexamples of eachExplain the purpose of cellularrespirationDescribe the process of aerobiccellular respirationDifferentiate between aerobiccellular respiration andanaerobic cellular respirationList two examples of anaerobiccellular respiration and theiruses

Cell ActivitiesOrder Among Cells

Levels of CellularOrganizationDivision of Labor

Cellular Respiration Aerobic CellularRespirationAnaerobicCellularRespirationAlcoholicFermentationBiofuel

Photosynthesis Pigments ofPhotosynthesisLocation ofPhotosynthesisProcess ofPhotosynthesisCellularProcesses(Comparing)

Student Text pp. 53-93Teacher Text pp. 53-94Lab ManualWeb Links

EndosymbiosisChallenges toEndosymbioticTheoryCell RespirationBioCoach ActivityCell RespirationLabBench ActivityFlex-Fuel VehiclesPhotosynthesisBioCoach ActivityPlant Pigments andPhotosynthesisLabBench Activity

Videos Headline Science -BiofuelsInvestigation 04e:Aerobic CellularRespirationInvestigation 04f:Anaerobic CellularRespirationInvestigation 04g:Starch fromPhotosynthesis

Chapter 4 ArtworkChapter 4 PowerPointTeacher Toolkit CD

Other FilesExtra Content Unit1Visual Gallery Unit

Biblical Integration ConceptsStewardship of the bodies Godhas given usFunctions of the different parts ofthe human body as an example offunctions in the body of Christ (1Cor. 12)Origin of energy and matterThe problems that irreduciblecomplexity in cellular activitiespresents for evolutionCellular respiration as amarvelous example of God'shandiworkLeaven in the BibleA Christian versus a secular viewof photosynthesis and its role inmaintaining life

Biblical Integration StrategiesThe Bible tells us that the churchfunctions like a body. Read versesthat discuss this.Discuss "Where did all the energyin the universe come from?" and"Has energy always existed alongwith matter, or was energycreated by God in the beginning?"from a Christian perspective. Read 1 Corinthians 5:6 anddiscuss the spreading of good andbad attitudes.God must have createdphotosynthesis because it is socomplex and does so much goodfor the Earth.

Lab Activity: 4A: "Division of Labor"4B: "Cellular Respiration"4C: "Photosynthesis"4D: "Review"4E: "Aerobic CellularRespiration"4F: "Anaerobic CellularRespiration"4G: "Starch fromPhotosynthesis"

Demonstration:Obtain a starter of yeastand prepare bread.Watch the bag expandas the yeast goesthrough alcoholicfermentationConsider making yogurtas a class

Bulletin Board Idea:Make a table comparingaerobic cellularrespiration andphotosynthesis

Field Trip:Visit a local plant nursery

Web Resources:Research theendosymbiotic theoryResearch cellularrespiration resourcesResearch flex fuelvehiclesResearchphotosynthesis online

Group Activity:

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1 Make foods that havelactic acid in them andsee if the students cantaste the differencebetween foods that doand don't have lactic acid

CD Content:Concept map of cellularrespiration andphotosynthesis

Unit 2: Heredityand the Origin ofLife - Chapter 5:The Cell Cycleand ProteinSynthesis

(updated 8/8/18)

Explain the relationshipbetween genes andchromosomesDifferentiate between a haploidand a diploid chromosomenumberDescribe the three stages of thecell cycleName and describe the fourphases of mitosis in orderCompare the similarities anddifferences of asexualreproduction and sexualreproductionDescribe three forms of asexualreproductionDescribe the basic structure of aDNA moleculeExplain the differences betweenDNA replication and RNAtranscriptionExplain how the DNA codecontrols the production ofprotein moleculesSummarize the process ofprotein synthesisDefend the idea the proteinsynthesis implies the existenceof an intelligent Designer

The Cell Cycle andProtein Synthesis

Genes and CellDivision

Genes andChromosomesCell DivisionInterphaseMitosisAsexualReproductionBuddingRegenerationSporesSexualReproduction(Meiosis)

How Genes Function DNA Is CodedMessagesRNA HelpsDecode theMessagesThe DecodedMessages AreProteinsDNA & ComputerMemoryIrreducibleComplexity inProtein SynthesisProteins - Vitalfor Life

Student Text pp.94-112Teacher Text pp.94-112Lab ManualTeacher Toolkit CD

Visual Gallery -Unit 2Extra Content -Unit 2All Other Files


American CancerSocietyHow the Cell CycleWorksThe Cell CycleHow Cells DivideDNA WorkshopHow DNAComputers WillWorkProtein SynthesisSickle Cell Anemia

Videos Guts 'N' Stuff -ProteinsScientist Snapshot- Watson, Crick,Franklin and Wilkins

Biblical Integration ConceptsCell division and findingtreatments for cancerGod's knowledge of us from thewombDesign in DNA that drove AntonyFlew to deismUsing the resources God hasgiven us to solve problems andhelp peopleEffects of the Fall and the needfor spreading the gospelIrreducible complexity in proteinsynthesisNecessity of the Bible, not just thephysical creation, to tell us aboutthe Designer

Biblical Integration StrategiesRead Romans 5:12 and remindthe students of the profoundeffects of the Fall.

Lab Activity: 5A: "The Cell Cycle"5B: "Sexual and AsexualReproduction"5C: "Genes and Mitosis"5D: "How GenesFunction"5E: "The Phases ofMitosis"

Demonstration:Compare the pairs ofchromosomes to pairs ofshoesUse models to showchromosome movementduring mitosisDemonstrate how thecell pinches in twoduring cytokinesis bytaking a long balloonand twisting itUse magnetic pieces ona whiteboard tovisualize DNAreplication, RNAtranscription, andprotein synthesis

Web Resources:Research cancer and itstreatmentsResearch cell cycleanimationsCompare mitosis andmeiosisResearch DNA andProtein SynthesisDNA Computing

Group Activity:Construct the phases ofmitosis using yarn,paper clips, and largepieces of paperCatch planariansDiscuss the "Farewell toAtheism" box

CD Content:Human Karotypes

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Human KarotypesMitosis AnimationProtein SynthesisAnimation




Quarter 2

Unit 2: Heredityand the Origin ofLife - Chapter 6:Genetics ofOrganisms

(updated 8/8/18)

Describe Mendel's experimentswith the genetics of peasSummarize the theories Mendeldeveloped to explain the resultsof his experimentsDifferentiate between purebredand hybridExplain the difference betweendominant alleles and recessiveallelesExplain the relationshipbetween genotype andphenotype

Genetics ofOrganisms

The Origin ofModern GeneticsHeredityGenetic Disorders

Student Text pp.113-132Teacher Text pp.113-132Lab ManualTeacher Toolkit CD

Visual Gallery -Unit 2

Web Links National DownSyndrome SocietyTalking Glossary ofGenetic TermsLibrary of GeneticsDNA LearningCenterMendel's PaperGenetic ScienceLearning CenterMedLine Plus -Genetic Testing

Videos Learning About theUnbornScientist Snapshot- Gregor MendelInvestigation 06f:Inheritance of Traits


Biblical Integration ConceptsGenetics revealing the orderlinessand diversity of creationGenetic disorders and God'ssovereigntyGod's control of humandevelopmentSanctity of human lifeThe Bible and abortionSin as the cause of pain in theworldThe Bible and discrimination

Biblical Integration StrategiesLife begins at conception basedon the Bible so unborn humansshould be cared for and protectedas much as anyone else.We should not make fun of otherpeople's disabilities because it isnot God's punishment on them.

Lab Activity: 6A: "Modern Genetics"6B: "Genes,Chromosomes, andHeredity"6C: "Review"6D: "Punnett Squares"6E: "Genetics Problems"6F: "Inheritance ofTraits"

Bulletin Board Idea:Design the board as aPunnett square and useto solve questions

Field Trip:Visit a crop researchfacil ity

Demonstration:Use red and white paintto il lustrate incompletedominance

Web Resources:Genetics InformationRead Mendel's PaperResources on GeneticTesting and Disorders

Group Activity:Have students bring innewspapers andmagazine articles ongeneticsCreate a caption contestby hanging 2-3 picturesand having the studentscaption them using theirknowledge andvocabulary aboutgenetics

CD Content:Pea Plant CharacteristicsExamples ofDominant/RecessiveTraits in HumansPunnett SquaresConstructing FamilyPedigrees

Writing:

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Work on samplegenetics problems

Unit 2: Heredityand the Origin ofLife - Chapter 7:Genetic ChangesandBiotechnology

(updated 8/8/18)

Defend the position thatmutations are an example ofdegeneration, not a means ofevolutionExplain the effects a mutationmay have in a cell and in anorganismDistinguish between a somaticmutation and a germ mutationDistinguish between a genemutation and a chromosomalchangeDescribe several humandisorders caused by mutationsExplain how genetic engineeringof bacteria is used to producehuman insulinDiscuss potential benefits andpotential problems of geneticengineeringExplain how selective breedingmethods benefit plant andanimal breedersDefend a biblical positionregarding genetic engineeringDescribe the accomplishmentsof the Human Genome ProjectExplain why cloning is importantin agricultureDescribe the two methods offorming artificial clonesDifferentiate between humanidentical and fraternal twinsAssess the potential advantagesand disadvantages of cloningDefend a biblical positionregarding human cloningExplain what stem cells are andwhy they are useful in researchDifferentiate betweenembryonic stem cells andsomatic stem cellsDefend a biblical positionregarding human embryonicstem cell research

Genetic Changes andBiotechnologyMutations

Gene MutationsSomatic and GermMutationsHuman DisordersCaused by MutationsChromosomalChanges

Genetic EngineeringThe Process ofGenetic EngineeringBreedingAlgaeThe Bibleand GeneticEngineeringThe Human GenomeProject

CloningTypes of ClonesThe Bible andCloning

Stem Cell TechnologyDefining Stem CellTechnologyThe Bible and StemCell Research

Student Text pp.133-153Teacher Text pp.133-153Student Lab ManualTeacher Toolkit CD -Unit #2

Additional MaterialVisual Aid Gallery


Get AnswersMutationsSpecific GeneticDisordersAMA Gene TherapyGene TherapyHuman GenomeProjectGenetics EducationCenterGet Answers:Cloning and StemCell ResearchCloning Fact SheetStem CellInformation

Videos Headline Science -BreedingHuman DisordersCaused byMutationsIssues Related toCloningServing God as aLivestock BreederThe HumanGenome ProjectInvestigation 07d:ObservingRadiation Effectson Seedlings

Biblical Integration ConceptsGrace of God in allowing humansto solve problemsAbsolute authority of God's Wordin guiding our thoughts and actionsThe Curse and the Flood as twomajor global changesBiotechnology and the value ofhuman lifeMutations and the FallBiblical versus secular view ofmutationsBeneficial mutations and creationversus evolutionServing God as a livestock breederBiblical perspective on geneticengineering Spiritual nature of humansStewardship of God's creationImpossibility of our producing aperfect worldBiblical perspective on cloningJacob and Esau as an example oftwins in the BibleBiblical perspective on stem cellresearchSanctity of human life

Biblical Integration StrategiesDiscuss why in Figure 7-1 Enochlooks out of place and why he isan anomaly using Scripture.Everyone has basic assumptionsthat guide their exploration of theworld. Discuss how the Human GenomeProject might affect Christians. Discuss cosmetic surgery tocorrect deformities versusimproving a person's appearanceand what the Bible does or doesnot say about that.Discuss the type of twins thatIsaac and Esau were.Discuss that science should notbe used to make moral decisions.

Lab Activity: 7A: "Mutations"7B: "Our Use ofGenetics"7C: "Review"7D: "ObservingRadiation Effects onSeedlings"

Bulletin Board Idea:Arrange photos ofdifferent tomatovarieties on the boardwith a few interestingfacts

Field Trip:Visit a state fair to see avariety of livestock

Demonstration:Demonstrate geneticallyengineering bacteria toproduce human insulinwith a necklace ofchild's snap beads andanother bead sectionShow how you cancrosspollinate flowersusing two large flowersthat contain stamen andpistil in the same flower.

Web Resources:Resources on MutationsResearch InheritedHuman Genetic DisordersResearch ethical issuesin geneticsResearch cloningResearch stem cellresearch

Group Activity:Play a game with wordsthat demonstrates agene base-pair mutationDebate genericengineeringDivide intosections students whowant to do different jobsafter high school, thendivide again intospecific jobs just like indifferentiation of cells

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Unit 2: Heredityand the Origin ofLife - Chapter 8:In the Beginning

(updated 8/8/18)

Contrast biblical creationismwith evolutionismDefend the position that bothcreationism and evolutionismare accepted by faithExplain seven biblical teachingsconcerning CreationList the sequence of Creation asrevealed in Genesis 1Explain the importance of aliteral interpretation of theCreation accountDescribe four nonliteral views ofCreation and give scripturalarguments against themContrast the old-earth theorywith the young earth theoryDescribe how most fossils areformedCompare evolutionists' andcreationists' interpretations ofthe fossil recordDefend the position that theFlood of Genesis 6-9 was globalDifferentiate between evolution,the theory of evolution, andbiological evolutionDescribe Lamarck's theory ofinheritance of acquiredcharacteristics and presentarguments against itDescribe Darwin's theories ofnatural selection and descentwith modificationCritique the theory that naturalselection is a means forbiological evolutionExplain why the peppered-mothpopulations in England do notillustrate evolution by naturalselectionDescribe De Vries's mutationtheory of evolution and presentarguments against itDescribe the mutation-selectiontheory of evolution and presentarguments against itDiscuss a biblical response tothe intell igent design movementDiscuss the purpose ofevolutionary family trees andpresent arguments against themDistinguish between commonancestors and missing links andtell how they help discredit abelief in evolutionGive several examples ofhomologous structures

In the BeginningBiblical Creationism

What the BibleTeaches AboutCreationThe Literal View ofCreationNon-literal Views ofCreationThe Age of the EarthFossilsInterpretations ofFossilsDinosaurs - in theBible?The Flood andNoah's Ark

History of EvolutionaryTheory

Lamarck's Theory:Inheritance ofAcquiredCharacteristicsDarwin's Theories:Natural Selectionand Descent withModificationDarwin's Theory ofNatural SelectionAnalysis of Darwin'sTheory of NaturalSelectionNatural Selection atWorkDe Vrie's Theory:Evolution byMutationGene Mutations andBiological EvolutionThe Harmful Natureof MutationsMutation-SelectionTheoryProblems withMutation-SelectionTheoryThinking ThroughIntelligent Design

A Record of EvolutionEvolutionary FamilyTrees: The Path ofEvolutionCommon AncestorMissing LinksHomologousStructuresVestigial StructuresThe Fossil Record

Student Text pp.154-183Teacher Text pp.154-183Student Lab ManualTeacher Toolkit CD-Unit #2

Visual Aid GalleryAdditionalResources

Chapter 8 Power PointChapter 8 ArtworkWeb Links

Answers in GenesisThe CreationResearch SocietyInstitute forCreation ResearchAnswers inGenesis: FloodThose Not-So-DryBonesMore Soft Tissue in"Old Fossils"Discovery InstituteTree of LifeA Poke in the Eye?

Videos Dinosaurs - in theBible?EvaluatingLamarck's TheoryFossilsNatural Selectionat WorkScientist Snapshot- Charles DarwinScientist Snapshot- Hugo de VriesScientist Snapshot- Jean BaptistLamarckThe Flood andNoah's ArkThinking ThroughIntelligent DesignInvestigation 08e:The Scale of Noah'sArkInvestigation 08f:DinosaursInvestigation 08g:Making a New GeneInvestigation 08h:EvolutionaryFamily Trees

Biblical Integration ConceptsRole of faith in beliefs about originsContrast between biblicalcreationism and evolutionismThe Bible as our authoritativesourceSummary of the Bible's teachingson CreationLiteral view of CreationNonliteral views of CreationThe age of the earthEvolutionaryvs. creationary interpretations offossilsThe Bible and dinosaursDinosaurs and problems forevolutionThe Flood and Noah's arkEvaluation of evolution in light ofGod's truthNatural selection and speciationEvaluating Lamarck's, Darwin'sand De Vries's theoriesEvaluating modernevolutionary theoriesEvaluating intelligent design Evaluating the "evidence" ofevolutionThe fossil recordSpeciation and biblical kindsUltimate question of originsGod's creation of and continueddirection of the processes weobserve in the world

Biblical Integration StrategiesRead about creation in the Bibleand compare what you read totheory based on interpretation.Discuss Scripture's authority andinerrancy.Discuss why fossils must havebeen formed after Creation andthe Fall.Read Genesis 1:24-25 whichstates that animals were made toreproduce after their kind.Discuss that the term naturalselection is misleading becausethe word "select" suggests thereis intelligence behind the choice.Discuss that there is no concreteevidence of life other than onEarth.

Lab Activity: 8A: "What the BibleTeaches About Creation"8B: "Review"8C: "Defining Conceptsof Evolution"8D: "A Record ofEvolution"8E: "The Scale of Noah'sArk"8F: "Dinosaurs"8G: "Making a NewGene"8H: "Evolutionary FamilyTrees"

Bulletin Board Idea:Split the board into 6parts and give thestudents pictures ofdifferent things thathappened on each ofthe days of creation todecide which sectionthey fit into

Field Trip:Visit a natural historymuseumVisit Answers in GenesisCreation Museum

Demonstration:Bring in fossil samplesto share with thestudentsCollect pictures ofrandom people andhave the students try toarrange them into familytrees

Web Resources:Research creationismand apologeticsResearch the FloodResearch the problem ofevolutionResearch intelligentdesign

Outside Reading:Read Starlight and Time by Dr. D. RussellHumphreysRead Noah's Ark: AFeasibility Study by theInstitute for CreationResearchRead Icons of Evolutionby Jonathan Well

Group Activity:Have the students

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homologous structuresproposed by evolutionists andexplain them from a creationistperspectiveContrast creationists' andevolutionists' interpretations ofvestigial structuresCritique the claim that the fossilrecord provides evidence ofevolutionExplain why speciation andadaptations are not evidencefor biological evolution

The Fossil RecordFossil DepositsFossils, MissingLinks, and CommonAncestorsConclusion from theFossil RecordSpeciationHow Did It All Start -The UltimateQuestion

Have the studentsdefend their Christianstandpoint with theteacher playing the roleof an evolutionist

CD Content:"In Defense of Creation""Other Nonliteral Viewsof Creation""Creationist Views""Evolutionary Theories""Comparing Creationand Evolution""Darwin's Finches"

Writing:Have the students writea paper on one aspect ofthe creation/evolutionissue

Unit 3:Microbiology andPlant Biology -Chapter 9: TheMicroscopicWorld

(updated 8/8/18)

Compare the kingdomsArchaebacteria and EubacteriaDescribe the structure ofbacteriaExplain how bacteria grow andreproduceDefine the position thatantibiotic resistance is not anexample of biological evolutionDiscuss beneficial and harmfuleffects of bacteriaDescribe the structure andaction of viruses and the body'sresponse to the viral infectionIdentify the majorcharacteristics of organisms inkingdom ProtistaDistinguish between protozoanand algal protistsCritique the idea that protistsare lower life formsDescribe three ways thatprotozoans may moveCompare how protozoans andalgae may obtain energyDescribe common methods ofsexual and asexual reproductionin protists, and identifyorganisms that use eachExplain the importance ofprotists in the food chain, inoxygen production, and indisease.Identify the majorcharacteristics of organisms inkingdom FungiDescribe the structure of typicalfungi

Microbiology andPlant BiologyKingdomsArchaebacteria andEubacteria

Structure of BacteriaReproduction ofBacteriaAntibiotic-ResistantBacteriaImportance ofBacteriaNature's SanitationEngineersWhat About theViruses?

Kingdom ProtistaProtozoansNutrition ofProtozoansreproduction ofProtozoansAlgaeNutrition of AlgaeReproduction ofAlgaeImportance ofProtists

Kingdom FungiStructure of FungiBlack Bread MoldThe MushroomNutrition of FungiImportance of FungiFungus Humongous


Visual GalleryAdditional Material

Web Links Bacterial CellStructureAnswers inGenesis: AntibioticResistance ofBacteriaMRSABacterialEndosporeFormationEmergingInfectious DiseasesCenters forDisease Controland PreventionThe Big PictureBook of VirusesVaccines - How andWhy?Microbial DigitalSpecimen Archive -Quick TimeCDC: MalariaThe WWW VirtualLibrary: MycologyFungal BiologyThe Fungus AmongUs

Biblical Integration ConceptsThe microscopic world as a hiddenmenace of the Fall but also as anunseen mercy of God's sustenanceThe problems that archaebacteriapresent for evolutionAntibiotic-resistant bacteria andevolutionEvolutionary versus creationaryviews on the origin of protozoansFungi as examples of the effectsof the Fall and of God'sinvolvement in maintaining HisworldViews on the origin of eukaryoticand prokaryotic cells

Biblical Integration StrategiesDiscuss the genetic anomaly ofancient bacteria.God created the world, includingbacteria, with a lot of creativity.Every organism is used for food byanother organism as created byGod.God is involved in meeting theneeds of tiny organisms such aslichen, so His care for us must beso much more.

Lab Activity: 9A: "KingdomsArchaebacteria andEubacteria"9B: "Kingdom Fungi"9C: "Review"9D: "Graphing BacterialGrowth"9E: "Observing Protists"9F: "Examining aMushroom"

Bulletin Board Idea:Label the board as "Lifein a Drop of Pond Water"and place pictures ofbacteria and protistsinside the big water drop

Field Trip: Visit the local publichealth facility

Demonstration:Observe slides ofbacteria under amicroscopeBring in samples of algalproducts and see if thestudents can figure outwhat they have incommonGrow edible mushroomsBring in examples ofuses for fungi

Web Resources:Research different typesof virusesResearch vaccines

Group Activity:List important living

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fungiDescribe three ways in whichfungi may obtain energyDiscuss the environmental andeconomic importance of fungi

UsLichens of NorthAmerica

Videos Health Alert -MicroscopicOrganismsInferringScientist Snapshot- Robert KochThe Biology ofVirusesInvestigation 09d:Graphing BacterialGrowthInvestigation 09f:Examining aMushroom(Introduction)

Chapter 9 PowerPointChapter 9 Artwork

List important livingthingsTest for bacterialgrowth in the school orat homeMake yogurt in classTest the importance ofhand washing onbacteria growthDiscuss sickle cellanemiaStudy fungi by having aclass fungi growingcompetition using breadHave students bring inmushrooms they findoutside to show thevariety that exist

CD Content:Concept Map of theMicroscopic World

Writing:Write reports oninfectious diseases

Unit 3:Microbiology andPlant Biology -Chapter 10:Structure andFunction ofPlants

(updated 8/8/18)

Describe the maincharacteristics of plantsExplain how the three maintypes of plant organs aredeterminedContrast taproot systems withfibrous root systemsDistinguish between woody andherbaceous stemsIdentify and describe the partsof a leafExplain how cell walls andturgor pressure are methods ofsupport in plantsDescribe the structure andfunctions of the following planttissues: xylem, phloem, fibers,and epidermisDescribe the structure andfunction of barkExplain how annual rings revealthe history of a treeDescribe how plants absorbwaterExplain how the size and shapeof xylem helps transport waterthrough plantsExplain how transpiration helpstransport water through plantsDiscuss the need for gasexchange in plants and describethree methods of gas exchangeExplain how the structure of a

Structureand Function of PlantsPlant Structure

Roots, Stems, andLeavesRootsStemsLeavesInternal StructurePlant TissuesBarkBarking Up theWrong Tree: GirdlingStory in the Wood -Tree Rings

Plant FunctionsWater MovementWater EntersThrough Root HairsWater and XylemInteractTranspiration PullsWater up the PlantGas ExchangePhotosynthesisSugar Transport andStorageGrowthPlant EnvironmentPlant HormonesPutting PlantHormones to Work

Plant Responses

Student Text pp. 206-227Teacher Text pp.206-227Student Lab ManualTeacher Toolkit CD -Unit #3

Visual GalleryAdditional/ExtraResources

Web Links Botany.orgThe EcotreeCohesionCytoplasmicStreamingAuxin Affects CellWallsPlants-in-MotionThe Effect ofInterrupted Daysand Nights

Videos Headline Science -Plant HormonesLine GraphsNastic MovementsSchedulingPoinsettiasStory in the Wood -Tree RingsInvestigation 10f:Leaf Design and

Biblical Integration ConceptsThe plant world bearing testimonyof an omniscient, benevolentCreatorPsalm 1 and a Christian's need forGod's WordTrusting the Lord (Job 8)Using plant hormones to meetpeople's needsBiblical view of tropisms in plantcontrasted with an evolutionaryview

Biblical Integration StrategiesRead 1 Corinthians 12 about thefunctions of the body of Christ.Read John 15 and Psalm 1 anddiscuss how Christ waters andsustains the spiritual man.It is better to trust in God than inothers. Evolution is based on faith justlike creation is.

Lab Activity: 10A: "Root and LeafStructure"10B: "Structures andFunctions of Plants"10C: "Photosynthesisand Leaves"10D: "Plant AnatomyReview"10E: "Plant PhysiologyReview"10F: "Leaf Design andFunction"10G: "How Much WaterIs Lost DuringTranspiration?"10H: "Is Light Necessaryfor Photosynthesis?"10I: "Gravitropism inSeedlings"

Bulletin Board Idea:Make a plant as large asyour bulletin board andstaple real roots, stemsand leaves over thepaper ones

Field Trip: Visit a local lumber yard,productiongreenhouses, plantnurseries, or orchards

Demonstration:Bring in specimens of

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Explain how the structure of aleaf aids in photosynthesisDescribe the hormones thataffect plant growthDistinguish between positiveand negative tropismsDescribe and give examples ofphototropism, thigmotropism,and gravitropismDescribe and give examples ofnastic movements in plantsExplain photoperiodism in plantsDifferentiate between short-day,long-day, and day-neutral plants

Plant ResponsesTropismsNastic MovementsPhotoperiodism

Leaf Design andFunctionInvestigation 10g:How Much Water IsLost DuringTranspiration?Investigation 10h:Is Light Necessaryfor Photosynthesis?Investigation 10i:Gravitropism inSeedlings(Introduction)


Bring in specimens oftaproot and fibrous rootsystems.Bring in herbaceousstems like celery, cutflowers, or cut houseplant stemsScape the waxy cuticleoff magnolia leaves andholly leaves to show theepidermis.Bring in a cut piece ofwood to show theannual ringsExamine root hairsDemonstrate capillaryaction with coloredliquid and stifftransparent tubes ofvarying diametersPut a peanut in a flameto show the light andheat energy stored inthe peanut's oilDemonstrate theeffectiveness of planthormones by growing 2plant cuttings, one withroot hormone addedand one withoutDemonstrate thegravitropic response ofplants by laying a fastgrowing plant on its sideShow the response of aVenus flytrap to beingtouched

Group Activity:Create a notebook withthe types of local treesin it including drawingsof the shape, fruit,flowers, and usesExamine leafarrangements andclassifyHave students create aleaf or flower collectionthat is pressed andpreservedMeasure the leaf area ofa broadleaf treecommon to your areaand average the results;find the estimate of thetotal leaf area of the tree

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Unit 3:Microbiology andPlant Biology -Chapter 11:PlantClassificationandReproduction

(updated 8/8/18)

Name and describe the threemain groups of plants andidentify examples of eachDistinguish between vascularand nonvascular plantsContrast the structures ofmosses with the structures offernsExplain alternation ofgenerationsSummarize the majordifferences betweengymnosperms and angiospermsCompare sexual reproductionand asexual reproductionIdentify the following flowerparts and give the function ofeach: sepal, petal, stamen, andpistilDistinguish between pollinationand fertilization in flowersDescribe the structure of a seedExplain various ways that plantsmay be pollinatedList several ways in whichplants disperse seedsDescribe three ways by whichplants may reproduce asexually

Plant Classificationand ReproductionPlant Classification

Nonvascular PlantsMossesLiverworts andHornwortsSeedless VascularPlantsFernsClub Mosses andHorsetailsSeed PlantsServing God as aHoriculturist

Plant ReproductionSexual ReproductionFlowersFrom Flower toUmbrellaPollinationThe Pollen MoversScattering SeedsAsexualReproduction


Visual GalleryAdditionalResources

Web Links Noble FoundationPlant Image GalleryGeneral BotanyLinkseNature.comTree Fact SheetsPlant Life CyclesThe Parts of aFlowerSeed Dispersal

Video Headline Science -Scattering SeedsPropagating PlantsServing God as aHorticulturistThe Pollen MoversInvestigation 11f:Flower DissectionInvestigation 11g:Factors That AffectGermination


Biblical Integration ConceptsFossilized ferns and a biblicalworldview Serving God as a horticulturalistGod's Creation of the ability toreproduce plants as a testimonyto God's glory, beauty, and designof natureEvolution of plants and acreationist responseThe lily of the field as anillustration of God's care for usEvolution and pollen in GrandCanyon strataComparison of fruit growth andspiritual growth (Luke 6; Gal. 5)

Biblical Integration StrategiesRead Job 5:9 which tells us thatGod does marvelous thingswithout number.Compare what evolutionistsbelieve about how algae evolvedinto nonvascular plants to whatcreationists believe happened.Discuss why there might not beas much tropical area in the worldafter the Flood. Compare how fruit shows whichplant it comes from and a personreveals who they are followingafter in their attitudes and dailychoices.Compare the trees that instantlyproduced fruit in the garden ofEden with those that have to beraised for years before theyproduce fruit after the Fall.

Lab Activity: 11A: "Major PlantGroups"11B: "Flowers"11C: "Pollination andScattering Seeds"11D: "Review"11E: "Moss Structures"11F: "Flower Dissection"11G: "Factors thatAffect Germination"

Bulletin Board Idea:Construct a flower as bigas the bulletin boardand use crafts to makeit 3D

Field Trip:Visit the botanicalgardens or a florist

Demonstration:Show students theunderside of fern frondsBring in pine needlesand pine cones fromdifferent conifers andshow the differencesbetween themDisplay pictures of treesthat flower in the springDemonstrate thedifference between amonocot and a dicotusing a corn kernel andpeanutDissect fresh fruits inclass to find remainingfloral partsBring in some asexuallyreproducing plants

Web Resources:Plant classificationresourcesPlant life cyclesFlower partsSeed dispersal video

Group Activity:Examine a fern plantclosely using a hand lensBring in different typesof flowers and havestudent examine thetypes and arrangementsof petals, pistils, andstamensPlant a butterfly garden

CD Content:Plant classificationconcept map

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concept map




Quarter 3

Unit 4: TheAnimal Kingdom- Chapter 12:TheInvertebrates

(updated 8/8/18)

Describe the majorcharacteristics of animalsDiscuss the distinguishingcharacteristics of invertebrateanimalsDescribe the majorcharacteristics of spongesExplain how pores are involvedin the sponge's filter-feedingprocessDescribe radial symmetryDistinguish between the polypand medusa stages of thecnidarian life cycleDescribe the majorcharacteristics of jellyfish,including body covering, methodof support, nutrition, defense,and forms of movementDescribe bilateral symmetryDifferentiate between free-livingand parasitic flatworms and giveexamples of each typeDescribe the nervous system ofthe planarianDescribe the processes ofdigestion and excretion in theplanarianSummarize the majorcharacteristics of roundwormsGive several examples ofroundwormsEvaluate the impact of parasiticworms on humansDescribe the body covering,method of support, and forms ofmovement used by theearthwormDescribe the nervous system ofthe earthwormIdentify the structures of anearthworm's digestive system,and describe the functions ofeach structureDiscuss the processes ofcirculation, respiration,excretion, and reproduction inthe earthwormDistinguish between open andclosed circulatory systems

The Animal KingdomIntroduction to theAnimal Kingdom

What Is an Animal?What Is anInvertebrate?

Sponges and CnidariansThe SpongesThe Jellyfish: ACnidarianThe Body of aJellyfishThe Defense andMovement of aJellyfish

Flatworms andRoundworms

The Planarian: AFlatwormDigestive System ofPlanarianRespiratory,Excretory, andReproductiveSystemsAscaris: ARoundworm

Segmented Worms: TheEarthworm

Body Structure ofEarthwormNervous System ofEarthwormDigestive System ofEarthwormCirculatory Systemof EarthwormRespiratory,Excretoryand ReproductiveSystems ofEarthworms

Mollusksand Echinoderms

MollusksThe Octopus -Mollusk Without aShellThe Clam - Molluskwith a Shell

Student Text pp. 248-275Teacher Text pp. 248-275Student Lab ManualTeacher Toolkit CD -Unit #4

Visual GalleryExtra Materials


eNature.comThe Words of theSeasJellyfishCenters forDisease Controland Prevention -ParasitesEarthwormInformationMollusksEchinodermsButterflies andMoths of NorthAmericaEntophiles: InsectPicture & BioBugGuideInsects at theSmithsonian

Video ArthropodsCnidariansCorals and CoralReefsEarthwormsThe Society of theBeeInvestigation 12h:EarthwormDissectionInvestigation 12i:Other Sponges,Jellyfish, andWormsInvestigation 12j:Butterf lyMetamorphosis

Biblical Integration ConceptsRole of invertebrates in God'screationDifferences between plants andanimals in the BibleThe Fall as the origin of parasiticorganismsKing Herod and "worms" in theBibleRole of mollusks and echinodermsin creationGod's design of arthropodsInsects in the BibleLearning from the ant in Proverbs

Biblical Integration StrategiesDiscuss how God made animalsdifferently from plants.Read Matt. 27:34, 48 about howChrist was offered a sponge withvinegar while he was on the cross.Discuss what stinging jellyfishmight have been like before theFall. Emphasize God's grace in allowingus to be born and raised insanitary conditions.Discuss how Herod probably waseaten by maggots.God must be an amazinglyintelligent designer to make anarthropod, for example.Read about insects mentioned inthe Bible.Learn from the ant's work ethicand plan ahead for the future.

Lab Activity: 12A: "Sponges andJellyfish"12B: "The Planarian: AType of Flatworm"12C: "The Earthworm"12D: "Mollusks"12E: "Insect Life Cycles"12F: "Arthropods"12G: "Review"12H: "EarthwormDissection"12I: "Other Sponges,Jellyfish, and Worms"12J: "ButterflyMetamorphosis"

Demonstration:Compare a water-filledballoon to a hydrostaticskeletonUse a frisbee toillustrate radialsymmetry and a tennisracket or skateboard toillustrate bilateralsymmetryIllustrate the diversity inthe arthropod kingdomby showing insects andother items from thatkingdomWatch a cocoon open

Web Resources:Invertebrate ResourcesJellyfish ResourcesResearch which insectshave complete andincompletemetamorphosis andwhether their immaturestages have any specificnames

Group Activity:Observe planarianregenerationObserve vinegar eels inunpasteurized vinegarObserve a livingearthworm and watchits movements

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Evaluate the significance ofhaving earthworms in the soilCompare the body structure,movement, and feedingmethods of the octopus and theclamDescribe the body covering,support system, movement, andmeans of nutrition of the starfishIdentify examples of mollusksand echinodermsDescribe the majorcharacteristics of phylumArthropodaEvaluate the advantages anddisadvantages of an exoskeletonDescribe the structure of atypical insect's bodyDescribe the processes ofcirculation, respiration, andexcretion in the grasshopperExplain how an open circulatorysystem worksDistinguish between completeand incomplete metamorphosisand give several examplesGive several examples ofnon-insect arthropods

EchinodermsArthropods

Major Groups ofArthropodsA Typical Insect'sBody StructureA Typical Insect'sBody SystemsArmor of Knightsand ArthropodsInsectMetamorphosisThe Society of theBee

Observe an assortmentof seashells and classifythem into the correctclassExamine an insectcollectionInvite a local beekeeperto come talk about hisbees and beekeepingShow live/deadmillipedes andcentipedes and classifythem

Writing:Write a report on thePortuguese man-of-war,sea wasp, or some otherexotic sponge or jellyfish

Unit 4: TheAnimal Kingdom- Ch. 13: TheCold-BloodedVertebrates:Fish,Amphibians, andReptiles

(updated 8/8/18)

Describe the majorcharacteristics of vertebratesDifferentiate between bone andcartilageDifferentiate betweenendothermic and ectothermicanimalsDiscuss how animals can helpregulate their body temperatureCompare oxygenated anddeoxygenated bloodDescribe the circulation intwo-chambered,three-chambered, andfour-chambered hearts, andgive examples of animals thathave each typeCompare respiration in gills andlungsDescribe the two parts of atypical vertebrate nervoussystemDifferentiate between a sensoryreceptor and a sensory organ,and between cranial and spinalnervesDescribe severalhormone-controlled processes inanimals

The Cold-BloodedVertebrates: Fish,Amphibians, andRepti lesIntroduction toVertebrates

VertebrateCharacteristicsEndotherms andEctothermsEndothermsEcototherm

Body Systems inVertebrates

Circulatory System BloodHeart ChambersEvidence ofDesign

Respiratory System GillsLungs

Nervous System Biomimicry -Borrowing Ideasfrom the Creator

Digestive System Parts of theDigestive System

Student Text pp.276-301Teacher Text pp.276-301Student Lab ManualTeacher Toolkit CD -Uni t #4Chapter 13 ArtChapter 13 PowerPointWeb Links

eNature.comBBC - WildlifeShark ResearchInstituteNet Frog

Video Critter KeeperField-TripSerpentariumGuts 'N' Stuff - AFrog's TaleHeadline Science -BiomimicryRange MapsInvestigation 13e:Fish RespirationRatesInvestigation 13f:Frog Dissection

Biblical Integration ConceptsStudying animals to see God'sgreatness and to be betterstewards of God's creationThe theme of blood in the BibleThe vertebrate heart as evidenceof design and irreduciblecomplexityBiomimicry and God's image inhumansGod's design of fishGod's care for His creation

Biblical Integration StrategiesDiscuss the theme of blood in theBible and its spiritual significance.

Lab Activity: 13A: "Endothermic vs.Ectothermic"13B: "VertebrateDigestive Systems"13C: "Body Systems inVertebrate Animals"13D: "Fish, Amphibians,and Reptiles"13E: "Fish RespirationRates"13F: "Frog Dissection"

Bulletin Board Idea:Construct a large fishthat covers the boardand label each kind offish and surround eachtitle with pictures

Field Trip: Visit the local pet storesee popular reptiles,amphibians, and fish

Demonstration:Provide vertebrae forstudents toexamine and see wherethe spinal cord would beShow that oil is lessdense than water

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Identify the structure of avertebrate's digestive systemand describe the functions ofeach organExplain the role of the kidneys,urine, ureters, and urinarybladder in the excretory systemExplain why fish are especiallysuited for living in water,mentioning specific fishcharacteristicsDescribe each of the threegroups of fishSupport the statement thatamphibians have double lifeDescribe the metamorphosis ofthe frogDistinguish between hibernationand estivationDescribe the eating habits of afrogGive examples of tailless andtailed amphibiansDescribe the majorcharacteristics of reptilesSummarize the differencesbetween the four groups ofliving reptilesDistinguish between snakes andlizardsDescribe the body, specialsenses, and eating habits ofsnakesDifferentiate between the threebasic types of turtles

Forms ofNutrit ion

Excretory SystemFish

Fish AnatomyFish Groups

Jawless fishCartilaginous FishBody Fish

AmphibiansAmphibianDevelopmentAmphibian Groups

TaillessAmphibiansThe Frog's Tale -FactsTailedAmphibians

ReptilesReptileCharacteristicsReptile Groups

Snakes andLizardsCrocodiles andAlligatorsTurtles

Collect frog eggs ortadpoles to watch themgrowIf any students have petsnakes, have them bringthem in and feed themto see their jaws expand

Web Resources:Resources on fish,amphibians, and reptilesVirtual frog dissection

Group Activity:Have students comparetheir flexible outer earsand inflexible forearmsas a way to comparecartilage and boneUse strip thermometersto take the temperatureof various parts of thebodyHave aquariums set upin your room to observefish or other animals

Writing:Have students do areport on flying snakesHave students do areport on the saltwatercrocodiles of Australia

Unit 4: TheAnimal Kingdom- Chapter 14:TheWarm-BloodedVertebrates:Birds andMammals

(updated 8/8/18)

Explain how God speciallydesigned birds' skeletal,digestive, and respiratorysystems for flightDescribe the structure of afeatherCompare down and contourfeathersDescribe the parts of a bird eggIdentify ways that birds care fortheir youngRecognize hair and mammaryglands as key characteristics ofmammalsDistinguish between the fourtypes of teeth in mammalsDescribe hair and furCompare the three ways thatmammals may bear their youngName and describe severalorders of placental mammalsName and describe two

The Warm-BloodedVertebrates: Birdsand MammalsBirds

Designed for FlightFeather FactsFuel for FlightNests and Eggs

MammalsCharacteristics ofMammalsGroups of MammalsPlacental MammalsHair-Raising ReportsEgg-Laying MammalsPouched Mammals


All About BirdsAudobon BirdsBIRDS: A VirtualExhibitionSheep BrainDissectionThe GorillaFoundation

Video Being aVeterinarianEgg-Laying

Biblical Integration ConceptsBirds and mammals as ashowcase of God's power and gloryGod's special design of birds forf l ightGod's care for His creation (Luke12)Humans as a special creation witha spiritual nature and made inGod's imageHumans, primates, and evolutionLoving God and others withbiomimicry

Biblical Integration StrategiesHumans are not animals but forclassification purposes aregrouped together with mammalsand primates.

Lab Activity: 14D: "Conserving BodyHeat: Wool vs. Down"14E: "ObservingFeathers and Hair"14F: "Man vs. Beast"

Bulletin Board Idea:Make a two-columntable to compare birdsand mammals

Field Trip:Visit an egg or dairy farm

Demonstration:Bring samples of downand contour feathers toobserveStart a mammal skull orskeleton collection tocompare

Web Resources:Sheep brain dissection

Group Activity:

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Name and describe twoegg-laying mammalsName and describe severalpouched mammals

Egg-LayingMammalsFeather FactsHair-RaisingReportsHeadline Science -Animal HairMammalsMarsupial PouchesPIe ChartsInvestigation 14d:Conserving BodyHeatInvestigation 14e:Observing Feathersand HairInvestigation 14f:Man vs. Beast

Group Activity:Do a scavenger hunt forevidence of birds andmammalsHave an experiencedbirdwatcher from thearea come to speakDissect owl pelletsCompare chicken/turkeyor pig/beef bones tocompare weight, howmuch air space is inside,etc.

Writing:"Birds""Mammals"

Unit 4: TheAnimal Kingdom- Chapter 15:Animal BehaviorandReproduction

(updated 8/8/18)

Compare the three levels ofanimal behaviorDistinguish between the twotypes of innate behavior inanimals and give examples ofeachExplain the role of pheromonesin animal behaviorGive examples of learnedbehaviors in animalsDescribe intelligenceDiscuss the intelligence seen inanimalsDistinguish between eggs andsperm, ovaries and testes,haploid and diploid, meiosis andfertilization, and gametes andzygotesDifferentiate between externaland internal fertilizationand identify animals that useeachDescribe spawning as aexample of external fertil izationCompare the two possibledefinitions for eggIdentify animals that exhibitinternal fertilization and lay eggsDescribe the formation of achicken eggIdentify animals that exhibitinternal fertilization and givebirth to live youngExplain the function of aplacental and an umbilical cord

Animal Behavior andReproductionAnimal Behavior

Innate Behavior ReflexesInstincts

Pheromones - Odorswith a MessageSound Waves Tellingthe DistanceLearned BehaviorIntelligent Behavior

Animal ReproductionExternal FertilizationTaking Care of theKidsInternal FertilizationEgg-Laying AnimalsBreaking the BabyRulesPlacental Animals

Student Text pp.318-339Teacher Text pp.318-330Student Lab ManualTeacher Toolkit CD -Uni t #4Chapter 15 PowerPointChapter 15 ArtWeb Links

Animal PlanetHow Bats Work

Video Animal IntelligenceBreaking the BabyRulesDrug DogsHeadline Science -PheromonesServing God as aMarine BiologistTaking Care of theKidsInvestigation 15e:Myrmecology: TheStudy of AntsInvestigation 15f:An Animal'sResponse to ItsEnvironmentInvestigation 15g:SexualReproduction:Means of AmazingVariation

Biblical Integration ConceptsGod's wisdom in designinganimals' behavior patternsEvolutionary and biblical views ofmigration and instinctsUsing life science to help othersand serve GodGod as the Provider of our needsDeath and reproduction after theFallDiversity God designed in animalreproductionBiblical command to honor parentsAnimals in Psalm 104Serving God as a marine biologist

Biblical Integration StrategiesRead Psalm 104:21, 27-29 abouthow God gives food to the animals.Discuss how animals have someintelligence as well.Discuss honoring your father andmother as high school students

Lab Activity: 15E: "Myrmecology: TheStudy of Ants"15F: "An Animal'sResponse to ItsEnvironment"

Bulletin Board Idea:Bring in photographs ofanimals depicting thebehaviors discussed inthis chapter

Field Trip:Visit the zoo

Demonstration:Collect frog or toadeggs to examineIncubate some chickeneggs in the classroom

Group Activity:Compare animalbehavior to our own,and research the originof certain phrasesrelating animal behaviorand oursBring in a trained petand discuss learnedbehavior and intelligentbehaviorHave students giveexamples of their petslearned behavior andpossible causes forlearning these behaviorsDiscuss things thatshould be consideredwhen evaluatingsolutions of treatingharmful moths in a

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harmful moths in avineyard

Writing:15A: "Innate andLearned Behaviors"15B: "Animal BehaviorReview"15C: "AnimalReproduction"15D: "AnimalReproduction Review"

Unit 5:Interactions inthe Environment- Chapter 16:Relationships inEcosystems

(updated 8/8/18)

Describe the three main typesof interactions studied byecologistsExplain what an ecosystem isand differentiate between thetwo main components of anecosystemDifferentiate between a habitatand a nicheDescribe several abiotic factorsin an ecosystemTrace the water cycleDescribe succession in anecosystemDifferentiate between a pioneerspecies and a climax communityOutline the levels oforganization in an ecosystemDistinguish between the roles ofproducer organisms andconsumer organisms and giveexamples of eachTrace the movement of carbon,oxygen, and nitrogen throughan ecosystemGive examples of limitingfactors and describe how theyaffect populationsExplain the importance of thecircadian seasonal rhythmsfound in an ecosystemDistinguish between nocturnaland diurnal organismsExplain the relationshipbetween circadian rhythms andbiological clocksIdentify several ways in whichplants survive seasonal rhythmsIdentify several ways in whichanimals survive seasonalrhythms

Relationship inEcosystemEcology and Ecosystems

EcologyEcosystemsHabitat and Niche

The Abiotic EnvironmentAbiotic FactorsThe Water CycleSuccession inEcosystems

Bar ChartsThe Biotic Community

Levels ofOrganizationPopulation TypesThe Carbon,Oxygen, andNitrogen CyclesLimiting Factors

Rhythms in theEcosystem

Circadian RhythmsBiological ClocksSeasonal RhythmsSeasonal Changes inPlant PopulationsSeasonal Changes inAnimal Populations


Ecosystems,Biomes, andHabitatsKids Do EcologyThe Water CycleCircadian RhythmsFact SheetBiological Clocks

Video Bar ChartsBar Charts - part 2Succession inEcosystemsInvestigation 16f:The BioticCommunity of theSoilInvestigation 16g:BackyardEcosystems

Biblical Integration ConceptsBiblical view of the relationshipbetween animals and humansStewardship of resourcesThe effect of the Fall onstewardshipGod as the Overseer of all aspectsof ecosystemsOrganization in God's creationLimiting factors to spiritual growthRhythms in creation designed byGodEvolutionary view of rhythms andmutations and creationist responseLearning about rhythms in natureto be better stewards of God'screation

Biblical Integration StrategiesDiscuss the questions in theteacher manual about therelationship between humans andanimals in Creation and after theFall.Have students discuss thespiritual limiting factors in theirlives,

Lab Activity: 16F: "The BioticCommunity of the Soil"16G: "BackyardEcosystems"

Bulletin Board Ideas:Divide the board intoBiotic and AbioticEcosystemsConstruct a map of theUS and use differentcolors for differentbiomes

Field Trip:Take a hike in a state ornational park to seebiotic and abioticcomponents of anecosystem

Demonstration:Use a small indoorwaterfall todemonstrate a cyclicprocess and burningpaper to demonstrate anoncyclic processUse bulbs to haveflowers bloom in theclassroom

Outside Reading:Read about the eruptionof Mt. St Helens andhow it was colonized bypioneer species soonerthan expected

Group Activity:Divide the class into 5groups and have themlist all the living andnonliving factors in theirassigned spaceDiscuss the effects ofintroducing algae eatingfish or snails into anaquariumHave students use field

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Have students use fieldguides to form a list ofanimals that live in theareaCompile a list of animalsthat are nocturnal anddiurnal and that areactive in differentseasons

Writing:16A: "Ecosystem"16B: "The Water Cycle"16C: "Succession of aVolcano"16D: "Rhythms in theEcosystem"

Unit 5:Interactions inthe Environment- Chapter 17:RelationshipsAmongOrganisms

(updated 8/8/18)

Explain the difference betweencyclic and noncyclic materials inan ecosystem, and giveexamples of eachDiscuss the energy exchangebetween organismsDifferentiate between foodchains, food webs, andecological pyramidsEvaluate the benefits anddrawbacks of ecologicalpyramidsDescribe and give examples ofthe following relationshipsbetween organisms of the samespecies: independentorganisms, couple relationships,animal societies, socialrelationships, and competitiverelationships within a populationIdentify and give examples ofthe following survival strategies:camouflage, warning coloration,and mimicryDescribe and give examples ofthe following relationshipsbetween different populationswithin an ecosystems:competition, predation,commensalism, mutualism, andparasitism

Relationships AmongOrganismsEnergy ExchangeBetween Organisms

Food Chains andFood WebsEcological PyramidsProblems withEcological Pyramids

Relationships BetweenOrganisms of the SameSpecies

IndependentOrganismsCouple RelationshipsAnimal SocietiesSocial InsectsCompetition WithinPopulations

Dressed for SuccessCamouflageWater ColorationMimicry

Relationships BetweenOrganisms of DifferentSpecies

CompetitionBetween PopulationsPredator-PreyRelationshipsSymbiosis

CommensalismMutualism

Parasites and Hosts

Student Text pp.364-385Teacher Text pp.364-385Student Lab ManualTeacher Toolkit CD -Unit 5Chapter 17 ArtChapter 17 Power PointWeb Links

Food Chains andFood WebsFire Ants,Armadillos, andPhorid FliesAnimals That UseCamouflage

Video Dressed for SuccessEcological PyramidsHeadline Science -CamouflageParasites and HostsInvestigation 17e:Your Food ChainInvestigation 17f:Overcrowding(Summary)Investigation 17g:Lichens

Biblical Integration ConceptsGod's design of the relationshipamong organismsEcology and stewarding God'screationLearning diligence from the ant(Prov. 6)Camouflage, warning coloration,and mimicry in God's design foranimalsCreation, Fall, death, andcarnivorousnessJesus Christ as the only answer toa person's sin problem

Biblical Integration StrategiesRead Matthew 20:27 and 2Timothy 2:24 to discuss how thereshouldn't be a pecking orderbetween humans like theresometimes is for animals.

Lab Activity: 17E: "Your Food Chain"17F: "Overcrowding"17G: "Lichens"

Bulletin Board Idea:Your State's Food Web:bring in magazinephotos of organismsfrom your state andarrange them

Field Trip:Visit beehives

Demonstration:Set up an ant farm tosee their social behaviorsObserve protozoanflagellate from thestomach of a livetermite on a slide

Web Resources:Food chains and webs

Group Activity:Have students use theirlist of nocturnal, diurnal,and seasonally activeanimals to constructfood chainsDivide the class intogroups of 2-3 studentsand make as complex afood web as they canDissect owl pelletsStudy the types oflichen that grow in yourarea

Writing:17A: "Energy ExchangeBetween Organisms"17B: "Bible Creaturesand Their Food ChainPositions"

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Positions"17C: "Food Webs"17D: "OrganismRelationships"Write a story about theday in the life of anorganism mentioned inthe chapter

Unit 5:Interactions inthe Environment- Chapter 18:Man’sRelationshipwith theEnvironment

(updated 8/8/18)

Describe and give examples ofnatural resourcesRelate God's promise to supplya Christian's needs to thelimited supply of naturalresourcesDefend a scriptural positionregarding human use of naturalresourcesDifferentiate between renewableand nonrenewable naturalresourcesExplain how humans depend onproducer, consumer, anddecomposer organismsDiscuss the impact ofagriculture on an ecosystemDifferentiate betweenendangered species and extinctspecies adn give examples ofeachAnalyze the events that maylead to extinctionDescribe several methods ofreplenishing the soilDescribe the growth of thehuman population since thetime of ChristExplain factors that may affectthe growth of a populationEvaluate doomsday ecology inlight of human populationgrowth and the Word of GodDefend a biblical positionregarding conservation andplanning for the futureList some resources that mayneed to be conservedDifferentiate between asubstance pollutant and anenergy pollutantDifferentiate between abiodegradable pollutant and anonbiodegradable pollutantDiscuss problems associatedwith the disposal ofhazardous substancesAnalyze the effects of differenttypes of pollution

Man's Relationshipwith the EnvironmentLiving Things as NaturalResources

Natural ResourcesLiving ThingsAgriculture

FarmingAgriculture andthe SoilReplenishing theSoil

When Species ExpireMan's Role in theEcosystem

How a PopulationGrowsPlanning for theFutureDoomsday EcologyA Christian ResponsePopulation GrowthConservation

PollutionSubstance andEnergy PollutantsHazardous WastesWater PollutionSewageNon-BiodegradableChemicalsAir Pollution

Sources of AirPollutionDealing with AirPollution

Sanitary LandfillsRecyclingServing God as anEnvironmentalEngineerServing God withEcology

Student Text pp.386-409Teacher Text pp.386-409Student Lab ManualTeacher Toolkit CD -Uni t #5Chapter 18 PowerPointChapter 18 ArtWeb Links

EndangeredSpecies program,U.S. Fish & WildlifeServiceWorld Wildlife FundEndangeredSpeciesInvasive Species -USDACensus BureauThe BiodiversityHotspotsU.S. Forest ServicePollution Scorecard

Video Analyzing ChartsDisposing ofHazardous WastesField Trip - SewageTreatmentServing God as anEnvironmentalEngineerWhen SpeciesExpireInvestigation 18d:Recycling Paper

Biblical Integration ConceptsEcology and caring for and usingGod's creationGod's provision of naturalresourcesPoverty, stewardship, and naturalresourcesTaming animals and taming thetongue (James 3)Extinct and endangered speciesand the FloodFarming and logging in the BiblePopulation growth and a biblicalworldviewBiblical and secular view of globalwarmingLoving my neighbors by meetingtheir physical needsConservation and wise stewardshipPollution and Christian stewardshipServing God as an environmentalengineerServing God with ecology

Biblical Integration StrategiesRead James 3 about humans'ability to domesticate animals buthaving a hard time controlling ourtongues.Read 1 Kings 5:8-11, 17-18 abouthow farming, logging, and miningare good things when doneproperly.Read Exodus 23:11 about thefarmland was allowed to lie fallowevery 7 years.Remind students that no oneknows when Christ will return.Remind students that God createdus in His image.Read Genesis 1:28 and discusshow although there arechallenges with increasedpopulation, God wants us to befruitful and multiply.We are responsible for using ourresources wisely.

Lab Activity: 18C: "Estimates"18D: "Recycling Paper"

Bulletin Board Idea:Natural Resources atHome

Field Trip:Visit recycling or watertreatment facilit ies inthe area

Demonstration:Show populationchanges using paperdots on an overheadprojectorCollect rainwater andcheck the pH

Web Resources:Endangered SpeciesResources

Group Activity:Make a list of 20-25useful living items thatare available in yourareaDiscuss how plant andanimal species becomedomesticatedPresent to the classabout an organism thathas gone extinct fairlyrecently or has beenadded to theendangered listDiscuss whether theEastern diamondbackrattlesnake should beput on the endangeredspecies listHave a poster contestfor Earth Day and focuson conservation andbeing good stewardsIf any students aretraveling, have themuse atlases, road maps,etc. to research thearea ahead of timeReport about biological

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types of pollutionDescribe water pollution andsewage treatmentList several commoncomponents of air pollutionDiscuss the problems associatedwith trash disposal and recycling

Report about biologicalcontrols for insect pestsResearch how your areatreats sewageHave students collecttheir families' trash for aweekend and measurehow much trash theymadeFind out how the citydeals with trash; discusspossible problems andtheir solutions

Writing:18A: "Natural Resources"18B: "Man's Role in theEcosystem"




Quarter 4

Unit 6: TheComplex Designof the HumanBody - Chapter19: Support andMovement

(updated 8/8/18)

Explain why the study of thehuman body is important forChristiansDiscuss the differences betweenhumans and animalsDifferentiate between anatomyand physiologyDemonstrate proper use of basicanatomical termsDescribe the levels oforganization in the human bodyDistinguish between the fourtypes of tissuesDescribe the layers of humanskinExplain how the skin protectsthe body and helps regulatebody temperatureExplain how skin color isproducedCompare the benefits anddrawbacks of exposure tosunlightDifferentiate between the threetypes of burnsDiscuss the major functions ofthe skeletal systemDifferentiate between bond andcartilageExplain how the skeletondevelops and growsDescribe the typical structure ofboneDifferentiate between ligaments

Support andM o v e m e n tIntroduction to theHuman Body

What is a Human?Anatomy andPhysiologyAnatomical TermsLevels ofOrganization

The IntegumentarySystem

What Your Skin isMade of - AnatomySubcutaneous LayerHow Your SkinProtects You -PhysiologyRegulation of BodyTemperatureSkin ColorToo Much SunBurns

The Skeletal SystemThe Functions of theSkeletonParts of the SkeletonBoneThe Joints of theSkeletonBroken BonesMedical Mystery -Case Study

The Muscular System


The IntegumentarySystemCDC - Skin CancerSunscreensExplainedThe Living SkeletonSkeleton: TheBonesSkeleton: The Joints

Video Broken BonesBurnsFingerprintsHealth Alert -Broken BonesHealth Alert - BurnsInvestigation 19e:Structure of theSkinInvestigation 19f:Observing a BeefBoneInvestigation 19g:Heat from Muscles

Biblical Integration ConceptsBiblical view of what it means tobe human - created in God'simage, having a spiritual nature,accountable to God, sinners inneed of salvationThe deity and humanity of ChristChrist as Savior and MediatorGod's design of skinBiblical view of people as all oneraceBiblical condemnation of partiality(James 2)God's promises and thecomparison of Israel to deadbones (Ezek. 37)

Biblical Integration StrategiesRead Luke 24:39 and discuss howJesus is fully God and fully man.Read James 2:1-9 to show howpeople often show partiality whichis a sin.

Lab Activity: 19E: "Structure of theSkin"19F: "Observing a BeefBone"

Bulletin Board Idea:Make an outline of thebody and show thepercentage of the partsof the body

Field Trip:Visit a health club

Demonstration:Show students howmuch water they losethrough sweat on a hotday to show howimportant it is to stayhydratedShow where tendons areusing your forearm,wrist, and handsUse a preserved orsynthetic humanskeleton to point outthe bones

Group Activity:Learn the names ofbones and musclesusing flash cards

Writing:19A: "Human Skin"19B: "The SkeletalSystem"

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and tendonsIdentify the major bones of thehuman skeletonCompare five kinds of joints inthe skeleton and give examplesof eachDistinguish the types of brokenbones and discuss how boneshealDifferentiate between voluntaryand involuntary muscle;between striated andnonstriated muscle; andbetween skeletal, smooth, andcardiac muscleExplain how muscles moveDescribe three functions of themuscular system

Types of Muscles VoluntaryMusclesInvoluntaryMuscles

Muscle PhysiologyHow Muscles MoveModern RoboticsOther Functions ofMuscles

Investigation 19h:The Structure ofBones and Muscles

19C: "The MuscularSystem"

Unit 6: TheComplex Designof the HumanBody - Chapter20: InternalBalance

(updated 8/8/18)

Compare homeostasis inthe human body to walking atightropeExplain how the circulatory,immune, and excretory systemshelp the body maintainhomeostasisCompare the anatomy andphysiology of erythrocytes,leukocytes, and plateletsSummarize the process of bloodclott ingDiscuss several problemsencountered with bloodtransfusionsDescribe the anatomy andphysiology of blood plasmaCompare the anatomy andphysiology of arteries, veins,and capillariesIdentify the structures of theheartTrace the flow of oxygenatedand deoxygenated bloodthrough the heartCompare the causes of highblood pressure and low bloodpressureDiscuss common causes,symptoms, and treatments ofheart attacksDefine a biblical view of diseaseDescribe the body's nonspecificdefense mechanismsDescribe the body's specificdefense mechanismsDifferentiate between anantigen and antibody, betweenT cells and B cells, and between

Internal BalanceBalancing Act

HomeostasisThe Blood

Erythrocytes - RedBlood CellsLeukocytes - WhiteBlood CellsDisorders InvolvingHemoglobinBlood and Waterfrom Jesus' SidePlatelets and BloodClottingTransfusion SolutionsServing God as aPhlebotomistBlood Plasma

The Blood Vessels andHeart

Structure of BloodVesselsStructure of theHeartThe Path of BloodThe Workings of theHeartBlood PressureBeating HeartAttacks

The Immune Systemand Defense

NonspecificDefenses

SkinMucousMembranesInflammationFever

Student Text pp.438-468Teacher Text pp.438-468Student Lab ManualTeacher Toolkit CD -Uni t #6Chapter 20 ArtworkChapter 20 PowerPointWeb Links

Blood Facts andStatisticsHemostasisThe Blood TypingGameHealth CentralAmerican HeartAssociationHabits of the HeartThe ImmuneResponseHIV/AIDS andChristian MinistryKidney PatientGuide

Video Beating HeartAttacksHealth Alert - HeartAttacksOrgan TransplantsServing God as aPhlebotomistThe Blood of theCrossTransfusionConfusionInvestigation 20f:Observing a Cow

Biblical Integration ConceptsBiblical imperative to do good toall peopleJesus' crucifixion and the bloodand water that came from His sideJesus' death and resurrection toprovide salvationChrist's sweating drops of bloodServing God as a phlebotomistGod's design of the heartHigh blood pressure, stress, andGod's sovereigntyThe Fall and the Curse, disease,death, and God's provision of animmune systemA biblical response to thosesuffering from HIV/AIDS

Biblical Integration StrategiesRead Luke 22:44 which discussesChrist sweating blood.Discuss how innocent people havebeen infected with HIV because ofblood transfusions.

Lab Activity: 20E: "Blood"20F: "Observing a CowHeart"20G: "Using aStethoscope"20H: "Increasing HeartRate"

Bulletin Board Idea:Discuss how to stayhealthy

Field Trip: Visit a blood bank

Web Resources:Heart SurgeryImmune ResponseAnimation

Writing:20A: "The Heart"20B: "The CirculatorySystem"20C: "The Body'sDefense System"20D: "The ExcretorySystem"

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T cells and B cells, and betweenactive and passive immunityDiscuss the causes and effectsof allergies, autoimmunediseases, and HIVDescribe the functions of themajor organs of the excretorysystemExplain how kidneys removewaste materials from the bloodand how these materials areremoved from the bodyIdentify several usual andunusual substances in urine

FeverSpecific Defenses

T Cells and BCellsOrganTransplants

Active and PassiveImmunityDefenseMalfunctions

AllergiesAutoimmuneDiseasesAIDS

The Excretory SystemHow the KidneysFunctionUsual and UnusualSubstances in UrineArtificial Kidneys

Observing a CowHeartInvestigation 20g:Using aStethoscopeInvestigation 20h:Increasing HeartRate

Unit 6: TheComplex Designof the HumanBody - Chapter21: Energy

(updated 8/8/18)

Describe the anatomy andphysiology of the structures ofthe respiratory systemSummarize the process ofbreathingExplain why oxygen is neededby the body and how it istransported through the bodyDescribe several respiratorysystem disordersDescribe the anatomy andphysiology of the structures ofthe digestive systemDifferentiate between digestionand assimilationDifferentiate betweenmechanical and chemicaldigestionList and describe the four typesof human teethGive examples of foods thatcontain carbohydrates, proteins,and fatsSummarize the process ofchemical digestion

EnergyThe Respiratory System

Anatomy of theRespiratory SystemPhysiology of theRespiratory SystemThe Common ColdCured? No Way!Respiratory SystemDisorders

The Digestive SystemAnatomy andPhysiology of theDigestive System

MouthStomachSmall and LargeIntestinesLiver andPancreas

AppendicitisPeptic UlcersChemical Digestionof FoodChemical Digestionof OrganicSubstancesTaking a RoboticLook

Student Text pp.468-489Teacher Text pp.468-489Student Lab ManualTeacher Toolkit CD-Uni t #6Chapter 21 ArtworkChapter 21 Power PointWeb Links

The RespiratorySystemRespiratory SystemAmerican LungAssociationAnimation Organsof DigestionPeristalsisNational DigestiveDiseasesInformationClearinghouse

Videos Appendicitis-Ouch!Guts 'N' Stuff- TheDigestive SystemGuts 'N' Stuff - TheRespiratory SystemPeptic Ulcers - ThatBurning SensationInvestigation 21d:RespirationInvestigation 21e:Digestive Enzymes

Biblical Integration ConceptsUsing information to glorify Godand help othersIrreducible complexity and therespiratory systemThe Bible's discussion of physicalproblems with spiritual causes

Lab Activity: 21D: "Respiration"21E: "DigestiveEnzymes"

Bulletin Board Idea:Post warnings thatappear on cigarettepackages on the board

Field Trip:Visit a dentist office

Demonstration:Measure an area in theclassroom or school tocompare to surface areaof alveoliHave students exhalethrough a straw to showthe color change thatcarbon dioxide makesRepresent 5500 mL withenough drink bottles toequal 5.5 LDemonstrate peristalsiswith a dried pea and astrawShow rope or measureout 23 feet to show howlong the small intestine isDemonstrate strong acidon different items -wood, bread crumbs,pieces of plastic, paper,and cotton cloth

Web Resources:Digestive SystemResources

Group Activity:

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Group Activity:Debate the statement"You are what you eat."Bring in food labels thatgive nutrit ionalinformation and discussBring in favorite recipes,classify each ingredientas carb, protein, lipid,vitamin, mineral, water,or other

Writing:21A: "The RespiratorySystem"21B: "The DigestiveSystem"

Unit 6: TheComplex Designof the HumanBody - Chapter22: Control

(updated 8/8/18)

Differentiate between thecentral nervous system and theperipheral nervous systemDescribe the anatomy of aneuron and the functions ofeach partDescribe a nerve impulse andexplain how it crosses a synapseSummarize the action of a reflexarcDescribe the anatomy andphysiology of the three mainparts of the brainExplain the relationshipbetween the brain and thespinal cordSupport the claim that thenervous system is evidence forGod's designDescribe the structure of theeye and explain the functions ofits various partsIllustrate how the anatomy ofthe eye allows for its physiologyDescribe several eye disordersDifferentiate between the rodsand cones in the retinaDescribe the structure of theear and explain the functions ofits various partsIllustrate how the anatomy ofthe ear allows for its physiologyCompare the senses of smell,taste, and touchCompare the nervous system'scontrol of the body with theendocrine system's controlExplain the relationshipbetween the endocrine system,the nervous system, and thecirculatory system

ControlThe Nervous System

Neurons and NerveImpulsesReflexesThe Brain

CerebrumCerebellumBrain Stem

The Spinal CordThe Sense Organs

The Eye Anatomy of theEyeYour Eyes AreSayingSomethingPhysiology of theEye

The EarThe Nose, Tongue,and Skin

The Endocrine SystemHormonesControl of HormoneSecretionsThe EndocrineGlands

The PituitaryGlandThe PancreasThe AdrenalGlandsOther EndocrineGlands

Student Text pp.490-515Teacher Text pp. 490-515Student Lab ManualTeacher Toolkit CD -Uni t #6Chapter 22 ArtworkChapter 22 PowerPointWeb Links

SynapseBrain ExplorerScientific AmericanFrontiers:Changing Your MindThe Secret Life ofthe Brain: 3-DBrain AnatomyAnatomy of the Eye15 FascinatingFacts About Your 5SensesThe EndocrineSystemPositive andNegative FeedbackAmerican DiabetesAssociationBlood SugarRegulation inDiabetics

Video Guts 'N' Stuff - TheEyeJust a Thought?Shh! Your Eyes Are"Saying" SomethingInvestigation 22f:The Skin'sSensation ofTemperature

Biblical Integration ConceptsHuman body as "fearfully andwonderfully made" (Ps. 139:14)God's design of reflexesThe Christian's thought lifeBiblical vs. evolutionary view of lifeNervous system pointing to aDesignerThe sense organs as a testimonyto God's designThe "senses" of CristiansThe anatomical arrangement ofthe eyeEvolution vs. Creation (eye)Evolution and vestigial organsThe Christian's response to stressThe nervous and endocrinesystems as pointing to anomniscient, omnipotent Creator

Biblical Integration StrategiesGive a scriptural challenge on thesignificance of a Christian'sthought life and theconsequences of a wicked thoughtlife.Christians should understand thatlife is more than a chemicalreaction and a person is morethan his physical body.Christians are able to understandspiritual things more than thosewho are unsaved.Discuss that Christians should trynot to worry when going throughtrials and tribulations becauseGod is always with us.

Lab Activity: 22F: "The Skin'sSensation ofTemperature"22G: "The Pupil Reflex"22H: "Afterimages"

Bulletin Board Idea:Create silhouette ofbasketball player andlabel it with what theplayer needs to makethe shot.

Field Trip: Visit an optometrist

Demonstration:Knock over lineup ofdominos to showpropagation of a nerveimpulseAsk someone who hasdiabetes to comedemonstrate howhe checks his bloodsugar levels

Group Activity:Have students plug theirears or blindfoldthemselves and try tospend a day withouttheir sensesDissect a cow eyeball tosee the partsCompare the taste ofpeppermint with thenose plugged and thenwith it open

Writing:22A: "The NervousSystem"22B: "Bob Uses HisBrain"

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circulatory systemDescribe how hormones functionCompare several methods ofhormone controlIdentify several endocrineglands and describe thefunctions of the hormones theyproduce

TemperatureInvestigation 22g:The Pupil ReflexInvestigation 22h:Afterimages

Brain"22C: "The Eye and theEar"22D: "The EndocrineSystem"

Unit 6: TheComplex Designof the HumanBody - Chapter23: Health

(updated 8/8/18)

Justify the claim that the studyof health is especially importantto ChristiansExplain factors that areimportant in maintainingspiritual and physical healthUse Scripture to support abiblical view of healthDescribe the major changes thatoccur during pubertyUse biblical principles to defendthe importance of a healthy dietDifferentiate betweenmetabolism, metabolic rate, andbasal metabolic rateDiscuss the relationship ofCalories to metabolismDescribe the components of abalanced dietList sources and functions forsome of the vitamins andminerals needed by humansDemonstrate how to gatherinformation from a food labelJudge the healthfulness of a foodbased on the food labelDiscuss the reasons that peopleuse drugsDifferentiate among four typesof psychoactive drugsCompare physical andpsychological drug addictionDevelop a biblical positionregarding illegal drug use

Hea l thA Biblical Approach toHealth

Spiritual HealthPubertyPhysical and MentalHealth

Nutrit ionMetabolismMetabolic RateFood and EnergyA Balanced DietThe Food PlateExtras - "Sweets"WaterVitamins andMineralsServing God as aNutrit ionistMineralsReading Food Labels

DrugsTypes ofPsychoactive Drugs

DepressantsStimulantsHallucinogensNarcotics

Addiction PhysicalAddictionSmokingPsychologicalAddictionThe Root ofAddiction

DiseaseHow Diseases AreSpread

AirborneInfectionsContactInfectionsContaminationInfectionsWound InfectionsVector-CarriedInfections

Protection Against

Student Text pp.516-538Teacher Text pp.516-538Student Lab ManualTeacher Toolkit CD -Uni t #6Chapter 23 ArtworkChapter 23 PowerPoint

Biblical Integration ConceptsStewardship of our bodiesFuture resurrection of the bodyGrowing in ChristlikenessSpiritual and emotional maturitySpiritual energy from God's WordServing God as a nutritionistSmoking and glorifying God withour bodies (1 Cor. 6)Biblical response to drug abuseSin as the source of humanproblems and Christ as the onlysolutionHappiness found only in ChristThe Fall as the source of deathand diseaseReasons God may allow disease ina person's lifeGod's design to help us fightdiseaseGod's sovereignty in all thingsIrreducible complexityScience as a way to learn moreabout the CreatorLife science and the wisdom,power, and glory of our CreatorServing God with life science as areasonable response to what Hehas done

Biblical Integration StrategiesDiscuss spiritual food versusspiritual exercise.Discuss true happiness asopposed to fake highs of drugs.Discuss how God can use peoplewho don't know Him toaccomplish His purposes.

Lab Activity: 23F: "CollectingBacteria"23G: "Counting Calories"23H: "Burning Calorieswith Exercise"

Bulletin Board Idea:Display a nutrition labelon one half of the boardand ask questions aboutthe nutrition facts onthe other side

Field Trip:Visit Centers for DiseaseControl and PreventionVisit the state healthdepartment

Demonstration:Demonstrate whathappens when youcough or sneeze usinggl i t terUse antibiotic disks andgrown bacteria to checkthe effectiveness of theantibiotics

Web Resources:BMI and WeightResources

Group Activity:Discuss thecharacteristics of amature personExamine an OTC druglabel or prescriptiondrug warning from amagazine and discussdrug abuseHave a police officercome talk about thedangers of drug abuseResearch recentoutbreaks of diseasesand how they are spread

Writing:23A: "Metabolism"23B: "Metabolic Rate"23C: "Nutrition and FoodLabels"

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Protection AgainstDisease

The Body'sDefensesAgainst DiseaseMedicalTreatment ofDisease

Going Forward fromLife Science

Labels"23D: "Drugs"23E: "Disease"

Schools mapping their specific curricular decisions through Curriculum Trak will have the ability to import these maps and make modifications to reflect their specific plans.

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https://www.curriculumtrak.com

Documents

Curriculum Map - Science - Life Science 7th Grade (4th ... › Resources › Grade... · Read about mineralogy microscopes in Physics 3rd ed. Group Activity: After students present