Science Curriculum Map Grades K â 12 - Abbotsford Christian School

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Introduction Mission Statement Abbotsford Christian School, operated by Abbotsford Christian School Society members, seeks to serve Christian families by providing a secure learning environment in which God’s children can continue to explore, experience and evaluate all of life under God. We aim to nurture students in the discovery and development of their abilities and unique gifts so that they are enabled to be faithful, discerning, obedient and creative servants of God and of neighbour; and stewards of His creation. Enduring Understandings We seek to nurture students in the study and appreciation of what God has made. We do this by employing the processes, findings and even the failings of science. Students come to realize that science is much more than a body of knowledge. Rather, it is a process; a way to approach a question and to search for answers in methodical manner. Done correctly, it may open our eyes to the wonders God has built into his creation and direct us to him, the master creator. Science seeks to uncover certain types of truth in creation but it is not always successful. Students must recognize that science has limitations and cannot be used to define all truth. Science is powerful but certainly not all-powerful! Since “The earth is the Lord’s” we cannot help but emphasize the need for God’s people to exercise a stewardly attitude in our use of creation. In order to prepare students for this task, they need to have an understanding of how creation functions. In its most elementary form, science describes creation. Careful observation often allows us to see patterns and consistencies, which allow us to make predictions. Ultimately, science allows us to manipulate creation in our role as caretakers of the earth, responsible to God for delighting in, maintaining, developing and restoring it. It is here where God’s people must work to ensure that God’s plan for creation is maintained. Students must understand some aspects of the working of creation to play a leading role in its use, its care, its development and restoration. Goals: 1. Students will understand that “The Earth’s is the Lord’s”, to be used for his glory as they enjoy it, develop it and care for it. 2. Students will understand that the earth and everything in it is tainted by sin. Science can be used in ways that distort God’s plan for his world and that the role of the Christian community is to work for healing and restoration in the study and use of Science. 3. Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. 4. Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions. 5. Students will gain knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge. 6. Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the glory of God and the mutual benefit of humankind, society, and the environment. Essential Questions 1. How can I live my life as I study Science so that I can serve and glorify God, the creator of everything 2. How can a deeper understanding of scientific concepts help me to do my part to bring healing and restoration to the world 3. How do Science and Technology impact our lives and the world around us 4. How do I use scientific and technological inquiry to solve problems, communicate scientific ideas and results, work collaboratively and make informed choices 5. How can I use my understandings of concepts in life science, physical science, and Earth and space science to interpret, integrate and extend my knowledge 6. What attitudes must I have to use scientific and technological knowledge to God’s glory and the mutual benefit of humankind, society, and the environment
Science Curriculum Map Grades K – 12 For Grades K – 5 please see the Thematic Studies Curriculum Map Grades 6 – 8 Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events: Field Trips, Service Projects, Speakers, Culminating Activities, etc. 6 Diversity of Life Diversity of Life Processes of Science Salmon in the classroom (raise and release) How would we decide if something was alive What is a cell What are the tools of biology What are the five kingdoms of living things How do certain features and behaviours help animals survive Electricity What is electricity and where does it come from What are the renewable and non-renewable ways in which electricity is generated As global citizens, what can we do to help make sure electricity is used safely and wisely Exploring Extreme Environments What are the obstacles that challenge explorers in extreme environments How does technology help us learn about unknown environments How have Canadians contributed to exploration technology Growing and Changing (HCE) Why do we learn about ourselves and the creation of new life Salmon Life Cycle Living Things A Cell: The Basic Unit of Life Tools of biology Electricity What is electricity, static electricity, current electricity Conductors and insulators Kinds of circuits Hazards of electricity Transforming one form of energy into another Producing electricity Renewable and non-renewable methods of producing electricity Exploring Extreme Environments Challenges explorers face in all extreme environments Challenges faced in the extreme environment of space Canadian contributions to exploration technology Growing and Changing (HCE – see HCE Curriculum Map for Learning Outcomes)) God made me special and loves me God created our bodies the way they are for a purpose Parts and functions of the human reproductive system Respecting development rates during puberty and adolescence Normal body changes and growth processes in females and males Reducing the risk of contracting life-threatening, communicable diseases (including STI’s) Preventing sexual abuse Manipulate and control a number of variables in an experiment Apply solutions to a technical problem (e.g. malfunctioning electrical circuit) Life Science: Diversity of Life demonstrate the appropriate use of tools to examine living things that cannot be seen with the naked eye analyse how different organisms adapt to their environments distinguish between life forms as single or multi-celled organisms and belonging to one of five kingdoms: Plantae, Animalia, Monera, Protista, Fungi Physical Science: Electricity evaluate various methods for producing small electrical charges test a variety of electrical pathways using direct current circuits demonstrate that electricity can be transformed into light, heat, sound, motion, and magnetic effects differentiate between renewable and non-renewable methods of producing electrical energy Earth and Space Science: Exploration of Extreme Environment explain obstacles unique to exploration of a specific extreme environment assess technologies used for extreme environments describe contributions of Canadians to exploration technologies Field Trips Salmon Hatchery (dissection) Local stream to observe Salmon habitat Stave Lake Power House McMillan Space Centre 7 Ecosystems and Earth Keeping How is an ecosystem and example of God’s creative handiwork How did God create ecosystems to be interdependent How do human actions impact ecosystems Basic Chemistry Unit How do characteristics and properties of matter reflect God’s handwork in creation How are mixtures a part of our everyday life How does chemistry help us to see and Ecosystems and Earth Keeping Ecology Our role in creation Biomes Abiotic and biotic factors BC’s ecosystems and Aboriginal Peoples Organisms in ecosystems Relationships in ecosystems Cycles in ecosystems Limiting factors in ecosystems Invasive and endangered species Human impact on ecosystems Skills and Processes of Science test a hypothesis by planning and conducting an experiment that controls for two or more variables create models that help to explain scientific concepts and hypotheses Life Science: Ecosystems analyse the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems assess survival needs and interactions between organisms and the environment assess the requirements for sustaining healthy local ecosystems evaluate human impacts on local ecosystems Physical Science: Chemistry Ecosystems and Earth Keeping Field Trips Creek Three day trip to Newcastle Island A Rocha or Eco Dairy Speaker Invasive Species (when available) Basic Chemistry Unit Mr. Berger - Various chemical change experiments
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Science Curriculum Map Grades K â 12 - Abbotsford Christian School

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Science Curriculum Map Grades K â 12 - Abbotsford Christian School